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� �(1111�1I�C�1C11�1A�(` �l'i<,i?�'l)Uf�1t��4� ti1 i.':IC�� t= �t�_.:1�[�'�/1.3� I)i':'Ij��, _. the officially poor. In order for students to be eligible for reduced-cost meals, their families' income must not be above 185 per cent of the federal poverty line. • School populations reflect the populations of the neighbourhoods in which the schools are located. � Schools with high proportions of low-income students have a significant impact on where families with children choose to live. Table 4. Changes for the City and Changes for City Schools. Source: adapted from Anyon 1997. Social Change of Inner City Effects on Education Change in Class and Race: ■ Schools were used to serve affluent dasses and • Poor immigrants began to replace middle and �'ere unprepared to educate children from upper classes in the inner city ethnically diverse poor families • After World War II the city began to fill with ' School quality and investment declined as the poor, rural blacks student population became more working class ■ The investment in inner-city education reached its lowest in 1961 when the school district was mostly black Changes in Economy: ■ Decline in property tax revenues left Newark ■ Industry in the city declined as middle class schools impovenshed population and jobs moved outside the city ■ L,osing the middle class (and in some • During the 1930s federal redlining of city neighbourhoods even the working class) meant mortgage and renovation applications began [hat the schools were left with poorer, more difficult to educate students ■ Federal tax regulations made it cheaper for companies to relocate than renovate ■ State tax laws provided less property taxes for the inner city ■ City moved from an urban industry economy to a white-collar clerical, then to a service and sophisticated information base Social and Political Isolation: ■ The poverty effects on children get dramatically Poor minority families were ghettoised in �'orse when almost all families in a • certain areas of the city neighbourhood are poor. It brings higher rates of malnutrition, prenatal and childhood diseases, ■ Poor inner-city residents did not have the emotional trauma, lack of material resources, political power to change policy decisions that and child neglect and abuse, which result in fostered increasing isolation diseased and emoUonally traumatised children that have difficulties with learning Political Patronage: • Teachers and administrators were frequently ■ The inner-city school district became a primary unqualified for their jobs as school site for jobs and political influence far the administration and teaching jobs were often otherwise disenfranchised black community given out on the basis of political relationships and not based on the person's qualification ■ It became common for school district jobs to be The interests of the school children were pitted distributed based on political patronage and , against the interests of the adults in the local relationships community 26