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Understanding Changes in Poverty brings together different methods to decompose the contributions to poverty reduction. A simple approach quantifies the contribution of changes in demographics, employment, earnings, public transfers, and remittances to poverty reduction. A more complex approach quantifies the contributions to poverty reduction from changes in individual and household characteristics, including changes in the sectoral, occupational, and educational structure of the workforce, as well as changes in the returns to individual and household characteristics. Understanding Changes in Poverty implements these approaches and finds that labor income growth that is, growth in income per worker rather than an increase in the number of employed workers was the largest contributor to moderate poverty reduction in 21 countries experiencing substantial reductions in poverty over the past decade. Changes in demographics, public transfers, and remittances helped, but made relatively smaller contributions to poverty reduction. Further decompositions in three countries find that labor income grew mainly because of higher returns to human capital endowments, signaling increases in productivity, higher relative price of labor, or both. Understanding Changes in Poverty will be of particular relevance to development practitioners interested in better understanding distributional changes over time. The methods and tools presented in this book can also be applied to better understand changes in inequality or any other distributional change.

Understanding Changes in Poverty brings together different methods to decompose the contributions to poverty reduction. A simple approach quantifies the contribution of changes in demographics, employment, earnings, public transfers, and remittances to poverty reduction. A more complex approach quantifies the contributions to poverty reduction from changes in individual and household characteristics, including changes in the sectoral, occupational, and educational structure of the workforce, as well as changes in the returns to individual and household characteristics. Understanding Changes in Poverty implements these approaches and finds that labor income growth that is, growth in income per worker rather than an increase in the number of employed workers was the largest contributor to moderate poverty reduction in 21 countries experiencing substantial reductions in poverty over the past decade. Changes in demographics, public transfers, and remittances helped, but made relatively smaller contributions to poverty reduction. Further decompositions in three countries find that labor income grew mainly because of higher returns to human capital endowments, signaling increases in productivity, higher relative price of labor, or both. Understanding Changes in Poverty will be of particular relevance to development practitioners interested in better understanding distributional changes over time. The methods and tools presented in this book can also be applied to better understand changes in inequality or any other distributional change.

The following lectures are included in this volume: Needed: "Turned on" Teachers; The Most Important Advantage; HILT: High Intensity Language Training; The Education Gap: Why Mexican American Children Fail in School; The Mexican American Heritage; The Invisible Poor: The World of the Migrant; and Emergence of the Mexican American. The lectures have been selected from those presented as part of the pre-service phase of a 2-year Teacher Corps training program designed to create understanding of cultural differences and to define the teacher's newly emerging role as a translator of community expectations for Spanish-speaking migrants, seasonal farm workers, and others who are disadvantaged. Related documents are RC 003 080 and RC 003 081. (SW)

The following lectures are included in this volume: Needed: "Turned on" Teachers; The Most Important Advantage; HILT: High Intensity Language Training; The Education Gap: Why Mexican American Children Fail in School; The Mexican American Heritage; The Invisible Poor: The World of the Migrant; and Emergence of the Mexican American. The lectures have been selected from those presented as part of the pre-service phase of a 2-year Teacher Corps training program designed to create understanding of cultural differences and to define the teacher's newly emerging role as a translator of community expectations for Spanish-speaking migrants, seasonal farm workers, and others who are disadvantaged. Related documents are RC 003 080 and RC 003 081. (SW)

Perma.cc archive of https://borgenproject.org/effects-of-poverty-while-pregnant/ created on 2022-04-02 17:54:39.061601+00:00.

Our paper examines the prevalence and determinants of children's transitions into and out of food insecurity since 2001. We use longitudinally linked data from the Food Security Supplements to the Current Population Surveys to estimate one-year transition probabilities of entry and exit from food insecurity. Our results indicate that child hunger is typically short-lived, but children experiencing very low food security frequently experience multiple consecutive years of food insecurity. We demonstrate large demographic and socioeconomic differences in rates of entry into very low food security and persistence in children's food insecurity. Income and employment shocks are important predictors of child hunger transitions. Finally, we find that the Great Recession increased the likelihood that children entered into and persisted in food insecurity among children.

Our paper examines the prevalence and determinants of children's transitions into and out of food insecurity since 2001. We use longitudinally linked data from the Food Security Supplements to the Current Population Surveys to estimate one-year transition probabilities of entry and exit from food insecurity. Our results indicate that child hunger is typically short-lived, but children experiencing very low food security frequently experience multiple consecutive years of food insecurity. We demonstrate large demographic and socioeconomic differences in rates of entry into very low food security and persistence in children's food insecurity. Income and employment shocks are important predictors of child hunger transitions. Finally, we find that the Great Recession increased the likelihood that children entered into and persisted in food insecurity among children.

Our paper examines the prevalence and determinants of children's transitions into and out of food insecurity since 2001. We use longitudinally linked data from the Food Security Supplements to the Current Population Surveys to estimate one-year transition probabilities of entry and exit from food insecurity. Our results indicate that child hunger is typically short-lived, but children experiencing very low food security frequently experience multiple consecutive years of food insecurity. We demonstrate large demographic and socioeconomic differences in rates of entry into very low food security and persistence in children's food insecurity. Income and employment shocks are important predictors of child hunger transitions. Finally, we find that the Great Recession increased the likelihood that children entered into and persisted in food insecurity among children.

In a few urban elementary schools, in-depth, literature-based discussions are taking place under the Junior Great Books Program. For years, Junior Great Books has been a program available to limited numbers of students in special settings. Beginning in 1993, funding from the Ameritech Foundation allowed the Great Books Foundation to support the program as part of the regular curriculum in five urban school districts. Five years later, the Program has substantial evidence that its approach of engaging students in "shared inquiry" about literature's most abiding themes can thrive in high-poverty schools. Program staff have also learned that the implementation of Junior Great Books varies from school to school, classroom to classroom, and teacher to teacher depending on a variety of factors. This report provides a snapshot of three schools using the Junior Great Books Program. Information from the report was derived from site visits, participation in the Junior Great Books leader training, and participation in focus groups about the program. The report lists 10 specific lessons learned about the use of this program in urban schools. Taken together, the 10 lessons show that the poorest students in the United States can benefit from a high quality curriculum that provides all students with opportunities to engage with literature through reading and discussion. (SLD)

In a few urban elementary schools, in-depth, literature-based discussions are taking place under the Junior Great Books Program. For years, Junior Great Books has been a program available to limited numbers of students in special settings. Beginning in 1993, funding from the Ameritech Foundation allowed the Great Books Foundation to support the program as part of the regular curriculum in five urban school districts. Five years later, the Program has substantial evidence that its approach of engaging students in "shared inquiry" about literature's most abiding themes can thrive in high-poverty schools. Program staff have also learned that the implementation of Junior Great Books varies from school to school, classroom to classroom, and teacher to teacher depending on a variety of factors. This report provides a snapshot of three schools using the Junior Great Books Program. Information from the report was derived from site visits, participation in the Junior Great Books leader training, and participation in focus groups about the program. The report lists 10 specific lessons learned about the use of this program in urban schools. Taken together, the 10 lessons show that the poorest students in the United States can benefit from a high quality curriculum that provides all students with opportunities to engage with literature through reading and discussion. (SLD)

In a few urban elementary schools, in-depth, literature-based discussions are taking place under the Junior Great Books Program. For years, Junior Great Books has been a program available to limited numbers of students in special settings. Beginning in 1993, funding from the Ameritech Foundation allowed the Great Books Foundation to support the program as part of the regular curriculum in five urban school districts. Five years later, the Program has substantial evidence that its approach of engaging students in "shared inquiry" about literature's most abiding themes can thrive in high-poverty schools. Program staff have also learned that the implementation of Junior Great Books varies from school to school, classroom to classroom, and teacher to teacher depending on a variety of factors. This report provides a snapshot of three schools using the Junior Great Books Program. Information from the report was derived from site visits, participation in the Junior Great Books leader training, and participation in focus groups about the program. The report lists 10 specific lessons learned about the use of this program in urban schools. Taken together, the 10 lessons show that the poorest students in the United States can benefit from a high quality curriculum that provides all students with opportunities to engage with literature through reading and discussion. (SLD)

In a few urban elementary schools, in-depth, literature-based discussions are taking place under the Junior Great Books Program. For years, Junior Great Books has been a program available to limited numbers of students in special settings. Beginning in 1993, funding from the Ameritech Foundation allowed the Great Books Foundation to support the program as part of the regular curriculum in five urban school districts. Five years later, the Program has substantial evidence that its approach of engaging students in "shared inquiry" about literature's most abiding themes can thrive in high-poverty schools. Program staff have also learned that the implementation of Junior Great Books varies from school to school, classroom to classroom, and teacher to teacher depending on a variety of factors. This report provides a snapshot of three schools using the Junior Great Books Program. Information from the report was derived from site visits, participation in the Junior Great Books leader training, and participation in focus groups about the program. The report lists 10 specific lessons learned about the use of this program in urban schools. Taken together, the 10 lessons show that the poorest students in the United States can benefit from a high quality curriculum that provides all students with opportunities to engage with literature through reading and discussion. (SLD)

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Qualitative study of the experiences of children and parents living in poverty in the U.S.

Qualitative study of the experiences of children and parents living in poverty in the U.S.

In 2006, there were an estimated 181,000 low-income children in the province, with British Columbia (BC) reporting the highest before-tax child poverty rate (21.9%) in Canada (15.8%) for the fifth year in a row. This was the news in the "2008 Child Poverty Report Card" recently released by the First Call: BC Child and Youth Advocacy Coalition. Many of these families lived on incomes that were at least $11,000 below the before-tax low-income threshold. These figures tell that thousands of BC families are struggling economically, whose children are dealing with the effects of poverty. The current economic recession will further intensify the challenges many families face in earning an income sufficient to support their families. Part 1 of this paper discusses why it is important for educators to challenge assumptions and beliefs about the structural causes of poverty. How one thinks, feels, and communicates about poverty makes a difference in how students feel about themselves and their school community. This section also draws on educational research to explore conceptual issues around the framing of poverty and children. Part 2 of this paper draws on current policy and statistical reports to examine how economic, political, and social changes over the past decade have contributed to child and family poverty. Improving one's understanding of the structural determinants of poverty can help to raise awareness of the external factors that undermine the efforts of many families to achieve economic security. The response of the BC government to the issue of child and family poverty is compared to that of other Canadian provinces. This section concludes by describing poverty reduction strategies proposed by social policy advocates. Implications for the public education system are discussed throughout the paper. (Contains 1 table and 3 charts.)

In 2006, there were an estimated 181,000 low-income children in the province, with British Columbia (BC) reporting the highest before-tax child poverty rate (21.9%) in Canada (15.8%) for the fifth year in a row. This was the news in the "2008 Child Poverty Report Card" recently released by the First Call: BC Child and Youth Advocacy Coalition. Many of these families lived on incomes that were at least $11,000 below the before-tax low-income threshold. These figures tell that thousands of BC families are struggling economically, whose children are dealing with the effects of poverty. The current economic recession will further intensify the challenges many families face in earning an income sufficient to support their families. Part 1 of this paper discusses why it is important for educators to challenge assumptions and beliefs about the structural causes of poverty. How one thinks, feels, and communicates about poverty makes a difference in how students feel about themselves and their school community. This section also draws on educational research to explore conceptual issues around the framing of poverty and children. Part 2 of this paper draws on current policy and statistical reports to examine how economic, political, and social changes over the past decade have contributed to child and family poverty. Improving one's understanding of the structural determinants of poverty can help to raise awareness of the external factors that undermine the efforts of many families to achieve economic security. The response of the BC government to the issue of child and family poverty is compared to that of other Canadian provinces. This section concludes by describing poverty reduction strategies proposed by social policy advocates. Implications for the public education system are discussed throughout the paper. (Contains 1 table and 3 charts.)

In 2006, there were an estimated 181,000 low-income children in the province, with British Columbia (BC) reporting the highest before-tax child poverty rate (21.9%) in Canada (15.8%) for the fifth year in a row. This was the news in the "2008 Child Poverty Report Card" recently released by the First Call: BC Child and Youth Advocacy Coalition. Many of these families lived on incomes that were at least $11,000 below the before-tax low-income threshold. These figures tell that thousands of BC families are struggling economically, whose children are dealing with the effects of poverty. The current economic recession will further intensify the challenges many families face in earning an income sufficient to support their families. Part 1 of this paper discusses why it is important for educators to challenge assumptions and beliefs about the structural causes of poverty. How one thinks, feels, and communicates about poverty makes a difference in how students feel about themselves and their school community. This section also draws on educational research to explore conceptual issues around the framing of poverty and children. Part 2 of this paper draws on current policy and statistical reports to examine how economic, political, and social changes over the past decade have contributed to child and family poverty. Improving one's understanding of the structural determinants of poverty can help to raise awareness of the external factors that undermine the efforts of many families to achieve economic security. The response of the BC government to the issue of child and family poverty is compared to that of other Canadian provinces. This section concludes by describing poverty reduction strategies proposed by social policy advocates. Implications for the public education system are discussed throughout the paper. (Contains 1 table and 3 charts.)

In 2006, there were an estimated 181,000 low-income children in the province, with British Columbia (BC) reporting the highest before-tax child poverty rate (21.9%) in Canada (15.8%) for the fifth year in a row. This was the news in the "2008 Child Poverty Report Card" recently released by the First Call: BC Child and Youth Advocacy Coalition. Many of these families lived on incomes that were at least $11,000 below the before-tax low-income threshold. These figures tell that thousands of BC families are struggling economically, whose children are dealing with the effects of poverty. The current economic recession will further intensify the challenges many families face in earning an income sufficient to support their families. Part 1 of this paper discusses why it is important for educators to challenge assumptions and beliefs about the structural causes of poverty. How one thinks, feels, and communicates about poverty makes a difference in how students feel about themselves and their school community. This section also draws on educational research to explore conceptual issues around the framing of poverty and children. Part 2 of this paper draws on current policy and statistical reports to examine how economic, political, and social changes over the past decade have contributed to child and family poverty. Improving one's understanding of the structural determinants of poverty can help to raise awareness of the external factors that undermine the efforts of many families to achieve economic security. The response of the BC government to the issue of child and family poverty is compared to that of other Canadian provinces. This section concludes by describing poverty reduction strategies proposed by social policy advocates. Implications for the public education system are discussed throughout the paper. (Contains 1 table and 3 charts.)

2025.06.06 Broadcast Friday 6th June 2025 – The Curse of Canaan on African People – understanding poverty in Africa Poverty is rampant in Africa.   No matter what is done to uplift communities poverty is pervasive and persistent.   Many people of African descent in other countries also have sub-optimal incomes.   What is the cause?   There is talk of “systemic racism” and various other accusations of malintent against people of European descent but there is no clarity on the REAL cause, the ROOT cause.   This broadcast looks at the curse behind the poverty and gives the prayers to break it.

This program was created by an AOC community producer. AOC Community Media is Lafayette, Louisiana's premier media center with television channels on Cox Communications 15 and 16 (AOC 1) or LUS Fiber 3 and 4 (AOC 2).

This program was created by an AOC community producer. AOC Community Media is Lafayette, Louisiana's premier media center with television channels on Cox Communications 15 and 16 (AOC 1) or LUS Fiber 3 and 4 (AOC 2).

This program was created by an AOC community producer. AOC Community Media is Lafayette, Louisiana's premier media center with television channels on Cox Communications 15 and 16 (AOC 1) or LUS Fiber 3 and 4 (AOC 2).

This program was created by an AOC community producer. AOC Community Media is Lafayette, Louisiana's premier media center with television channels on Cox Communications 15 and 16 (AOC 1) or LUS Fiber 3 and 4 (AOC 2).

This program was created by an AOC community producer. AOC Community Media is Lafayette, Louisiana's premier media center with television channels on Cox Communications 15 and 16 (AOC 1) or LUS Fiber 3 and 4 (AOC 2).

This program was created by an AOC community producer. AOC Community Media is Lafayette, Louisiana's premier media center with television channels on Cox Communications 15 and 16 (AOC 1) or LUS Fiber 3 and 4 (AOC 2).

This study investigates the impact of old-age poverty education on attitudes towards retirement, retirement anxiety, and retirement planning behavior. Utilizing a covariance analysis with three covariates, the study involves participants aged 18 to 65. The research aims to encourage timely retirement planning by examining how educational interventions about old-age poverty influence the dependent variables. The study also explores gender and generational differences as moderators in these relationships.

Perma.cc archive of https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4096937/ created on 2022-03-13 06:00:43.822072+00:00.

This study used critical dialogue within a teacher preparation program to address the dilemma of preparing preservice teachers for educational arenas in which they will interface with students who are socially and economically disadvantaged. Using Critical Race Theory as a lens, the study addressed the following research questions: What were the candidates' responses to the experience of engaging in a day of dialogues designed in part to explore how economic disparity is promoted through institutional racism? Were any of the participants' assumptions challenged? Did the dialogue change candidates' thinking about how they might engage future students in learning?

This study used critical dialogue within a teacher preparation program to address the dilemma of preparing preservice teachers for educational arenas in which they will interface with students who are socially and economically disadvantaged. Using Critical Race Theory as a lens, the study addressed the following research questions: What were the candidates' responses to the experience of engaging in a day of dialogues designed in part to explore how economic disparity is promoted through institutional racism? Were any of the participants' assumptions challenged? Did the dialogue change candidates' thinking about how they might engage future students in learning?

This study used critical dialogue within a teacher preparation program to address the dilemma of preparing preservice teachers for educational arenas in which they will interface with students who are socially and economically disadvantaged. Using Critical Race Theory as a lens, the study addressed the following research questions: What were the candidates' responses to the experience of engaging in a day of dialogues designed in part to explore how economic disparity is promoted through institutional racism? Were any of the participants' assumptions challenged? Did the dialogue change candidates' thinking about how they might engage future students in learning?

This program was created by an AOC community producer. AOC Community Media is Lafayette, Louisiana's premier media center with television channels on Cox Communications 15 and 16 (AOC 1) or LUS Fiber 3 and 4 (AOC 2).

This program was created by an AOC community producer. AOC Community Media is Lafayette, Louisiana's premier media center with television channels on Cox Communications 15 and 16 (AOC 1) or LUS Fiber 3 and 4 (AOC 2).

78 pages : 26 cm

Living with Energy Poverty: Perspectives from the Global North and South expands our collective understanding of energy poverty and deepens our recognition of the phenomenon by engaging with the lived experiences of energy-poor households across different contexts. Understanding the lived experience of energy poverty is an essential component in the design of any effort to alleviate what is fundamentally a deep-rooted, multi-faceted, wickedly complex problem. This requires a nuanced understanding of the causal factors and the research methods that can respond to the flexible spatial and temporal nature of the condition, as well as its wellbeing and justice implications. Drawing together the expertise and connectedness of authors from the Global South and North, this book presents novel approaches to understanding the often hidden forms of domestic energy deprivation. Case studies from 20 countries provide critical perspectives on this phenomenon while analysing the policy practices, government strategy, and sustainability implications of divergent manifestations. The book takes a multidimensional perspective, challenging the bias towards energy production and service provision, which often do not align with the aspirations and realities of energy households across global contexts, thus facilitating a useful dialogue on the nature of energy poverty. The book is a timely source for policymakers, practitioners, and scholars seeking fresh, diverse insights into the everyday reality of energy poverty and wanting to better understand the challenges a people-centred, just energy transition can present.

This study uses National Longitudinal Survey of Youth (NLSY) data to analyze differences in black and white child poverty. The NLSY documents family income and underlying conditions such as employment, educational attainment, welfare use, and marriage or divorce. This analysis examines: time in poverty, time on welfare, time in a single parent home, mother's math and verbal skill level, number of children born to the child's mother, mother's age at first birth, regional variables, rural residence, and racial group. Results indicate that welfare dependence and single parenthood are the major underlying factors producing child poverty. Increases in time on welfare, time in a single parent family, and number of siblings lead to increases in a child's time in poverty. Increases in a mother's math and verbal skills lead to decreases in a child's time in poverty. Race per se is not a significant factor in directly increasing child poverty. Black children have the same poverty rate as white children who are raised in similar circumstances. However, black children are more likely to be poor than white children primarily because they are more likely to live in single parent homes and be on welfare. Technical specifications are appended. (SM)

This study uses National Longitudinal Survey of Youth (NLSY) data to analyze differences in black and white child poverty. The NLSY documents family income and underlying conditions such as employment, educational attainment, welfare use, and marriage or divorce. This analysis examines: time in poverty, time on welfare, time in a single parent home, mother's math and verbal skill level, number of children born to the child's mother, mother's age at first birth, regional variables, rural residence, and racial group. Results indicate that welfare dependence and single parenthood are the major underlying factors producing child poverty. Increases in time on welfare, time in a single parent family, and number of siblings lead to increases in a child's time in poverty. Increases in a mother's math and verbal skills lead to decreases in a child's time in poverty. Race per se is not a significant factor in directly increasing child poverty. Black children have the same poverty rate as white children who are raised in similar circumstances. However, black children are more likely to be poor than white children primarily because they are more likely to live in single parent homes and be on welfare. Technical specifications are appended. (SM)

This study uses National Longitudinal Survey of Youth (NLSY) data to analyze differences in black and white child poverty. The NLSY documents family income and underlying conditions such as employment, educational attainment, welfare use, and marriage or divorce. This analysis examines: time in poverty, time on welfare, time in a single parent home, mother's math and verbal skill level, number of children born to the child's mother, mother's age at first birth, regional variables, rural residence, and racial group. Results indicate that welfare dependence and single parenthood are the major underlying factors producing child poverty. Increases in time on welfare, time in a single parent family, and number of siblings lead to increases in a child's time in poverty. Increases in a mother's math and verbal skills lead to decreases in a child's time in poverty. Race per se is not a significant factor in directly increasing child poverty. Black children have the same poverty rate as white children who are raised in similar circumstances. However, black children are more likely to be poor than white children primarily because they are more likely to live in single parent homes and be on welfare. Technical specifications are appended. (SM)

This study is exploring organizational culture, office design, and office procedures in Temporary Assistance for Needy Families (TANF) programs. It is funded by the Office of Planning, Research, and Evaluation (OPRE) at the Administration for Children and Families, part of the U.S. Department of Health and Human Services. The study will address the following research questions: 1. What is the day-to-day influence of the various agencies’ organizational cultures on clients and front-line workers? 2. What are exemplars of productive client-oriented office settings and organizational processes and culture? 3. Are there TANF offices that have made conscious attempts at organizational culture change and how have they approached this process? How have agencies and offices evaluated the effects of these changes? The research plan calls for conducting 1.5-day site visits to six sites that exemplify productive, client-oriented settings and processes. Visits will include interviews with agency leadership, supervisors, and front-line staff. It will also include client focus groups and observation of agency practices and physical spaces. The study will produce a review of the literature on organizational culture in TANF offices, two informational briefs, and a final study report. Fieldwork is scheduled to be conducted in 2018, with the final report released in 2019.

Micro finance is a type of banking service that is provided to unemployed or low-income individuals or groups who would otherwise have no other means of gaining financial services. Ultimately, the goal of microfinance is to give low income people an opportunity to become self-sufficient by providing a means of saving money, borrowing money and insurance. ESAF is one of the premier microfinance institutions in India, particularly in Kerala. ESAF started its Micro Enterprises Development program in 1995, which was an important intervention area. MED provided a broad package of financial and business development services to the society and economically challenged men and women. The vision of organization is guided by the principle of sustainable holistic transformation of the poor and marginalized. The study is about Understanding the poverty and vulnerability of new and existing clients of ESAF Microfinance and also attempt to find out how the finance provided by the ESAF helps in the dismantling of poverty among its clients. The data used is primary and the source is SHGs of ESAf itself. The result shows that there is a significant positive impact on the old clients of ESAF than that of new clients due to the financial assistance provided by ESAF Microfin. Tony. C. Mathew"Understanding the Poverty and Vulnerability of New and Existing Clients of ESAF Microfinance with Special Reference to Thrissur and Palakkad District, Kerala, India" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-2 | Issue-1 , December 2017, URL: http://www.ijtsrd.com/papers/ijtsrd7159.pdf Article URL: http://www.ijtsrd.com/management/accounting-and-finance/7159/understanding-the-poverty-and-vulnerability-of-new-and-existing-clients-of-esaf-microfinance-with-special-reference-to--thrissur-and-palakkad-district-kerala-india/tony-c-mathew

Rationale: The rationale for conducting this review is to comprehensively grasp the impact and efficacy of interventions targeting fuel poverty. This understanding is essential for informing national policy, optimising fund allocation, and ensuring the swift and successful alleviation of fuel poverty among adults. The current socio-political landscape, marked by recent events including the UK cost of living crisis, Russia’s invasion of Ukraine and the UK energy crisis, has created an unprecedented and precarious environment conducive to the persistence of fuel poverty. This review aims to assess the efficacy of measures employed in addressing this issue and formulate recommendations for potential enhancements. Given that many of these interventions are experimental, often implemented under intense pressure and within rapid timeframes, and with minimal follow-up or monitoring, it is crucial to discern their efficacy. Furthermore, considering the intricate relationship between fuel poverty interventions and mental health outcomes, this review seeks to shed light on how these interventions shape mental well-being. This is supported by existing research recognising the increased risk of negative mental health implications of living in a cold home. By understanding the efficacy of these measures and their impact on mental health, this review aims to contribute valuable insights for refining intervention strategies and facilitating a more informed approach to national policy decisions and fund allocation.

Rationale: The rationale for conducting this review is to comprehensively grasp the impact and efficacy of interventions targeting fuel poverty. This understanding is essential for informing national policy, optimising fund allocation, and ensuring the swift and successful alleviation of fuel poverty among adults. The current socio-political landscape, marked by recent events including the UK cost of living crisis, Russia’s invasion of Ukraine and the UK energy crisis, has created an unprecedented and precarious environment conducive to the persistence of fuel poverty. This review aims to assess the efficacy of measures employed in addressing this issue and formulate recommendations for potential enhancements. Given that many of these interventions are experimental, often implemented under intense pressure and within rapid timeframes, and with minimal follow-up or monitoring, it is crucial to discern their efficacy. Furthermore, considering the intricate relationship between fuel poverty interventions and mental health outcomes, this review seeks to shed light on how these interventions shape mental well-being. This is supported by existing research recognising the increased risk of negative mental health implications of living in a cold home. By understanding the efficacy of these measures and their impact on mental health, this review aims to contribute valuable insights for refining intervention strategies and facilitating a more informed approach to national policy decisions and fund allocation.

Rationale: The rationale for conducting this review is to comprehensively grasp the impact and efficacy of interventions targeting fuel poverty. This understanding is essential for informing national policy, optimising fund allocation, and ensuring the swift and successful alleviation of fuel poverty among adults. The current socio-political landscape, marked by recent events including the UK cost of living crisis, Russia’s invasion of Ukraine and the UK energy crisis, has created an unprecedented and precarious environment conducive to the persistence of fuel poverty. This review aims to assess the efficacy of measures employed in addressing this issue and formulate recommendations for potential enhancements. Given that many of these interventions are experimental, often implemented under intense pressure and within rapid timeframes, and with minimal follow-up or monitoring, it is crucial to discern their efficacy. Furthermore, considering the intricate relationship between fuel poverty interventions and mental health outcomes, this review seeks to shed light on how these interventions shape mental well-being. This is supported by existing research recognising the increased risk of negative mental health implications of living in a cold home. By understanding the efficacy of these measures and their impact on mental health, this review aims to contribute valuable insights for refining intervention strategies and facilitating a more informed approach to national policy decisions and fund allocation.

Rationale: The rationale for conducting this review is to comprehensively grasp the impact and efficacy of interventions targeting fuel poverty. This understanding is essential for informing national policy, optimising fund allocation, and ensuring the swift and successful alleviation of fuel poverty among adults. The current socio-political landscape, marked by recent events including the UK cost of living crisis, Russia’s invasion of Ukraine and the UK energy crisis, has created an unprecedented and precarious environment conducive to the persistence of fuel poverty. This review aims to assess the efficacy of measures employed in addressing this issue and formulate recommendations for potential enhancements. Given that many of these interventions are experimental, often implemented under intense pressure and within rapid timeframes, and with minimal follow-up or monitoring, it is crucial to discern their efficacy. Furthermore, considering the intricate relationship between fuel poverty interventions and mental health outcomes, this review seeks to shed light on how these interventions shape mental well-being. This is supported by existing research recognising the increased risk of negative mental health implications of living in a cold home. By understanding the efficacy of these measures and their impact on mental health, this review aims to contribute valuable insights for refining intervention strategies and facilitating a more informed approach to national policy decisions and fund allocation.

Government Publishing Office U.S. Congress Senate Committee on Finance COMBATING POVERTY: UNDERSTANDING NEW CHALLENGES FOR FAMILIES Date(s) Held: 2012-06-05 112th Congress, 2nd Session GPO Document Source: CHRG-112shrg81229 Superintendents of Documents ID: Y 4.F 49 Witnesses: Haskins, Dr. Ron, co-director, Center on Children and Families, Brookings Institution, Washington, DC Lein, Dr. Laura, dean, School of Social Work, University of Michigan, Ann Arbor, MI Brown, Kay, Director, Income Security, Government Accountability Office, Washington, DC Related Items:

The Office of Shared Accountability (OSA) in Montgomery County Public Schools (MCPS) conducted a study to examine the impact of student poverty on student achievement. This is the first study in MCPS to examine student poverty longitudinally. Using longitudinal data, students enrolled in Free and Reduced-priced Meals System (FARMS) services every year between kindergarten and Grade 5 were defined as persistently impacted by poverty, while students who received FARMS services in some years but not every year between kindergarten and Grade 5 were considered transitorily impacted by poverty. The purpose of this quantitative descriptive study was to explore the relationship between poverty, school factors, and student achievement. Drawing on previous literature regarding student and school factors that influence student achievement gains, this work explores whether these factors explain variation in student achievement gains across schools in MCPS. Information included in this report can inform school and district leaders of areas that need increased attention to improve student performance and lead to equity of access for all. The following research questions were examined for the 2016-2017 cohort of Grade 5 students: (1) What is the nature of poverty-based achievement gaps among MCPS Grade 5 students? (How do gaps compare between students transitorily and persistently impacted by poverty? How do students persistently impacted by poverty compare to their peers who were less impacted by poverty?); (2) How do elementary schools serving high concentrations of students persistently impacted by poverty compare to MCPS schools with lower concentrations of students persistently impacted by poverty among key school factors, including student attendance, school climate, and the proportion of novice teachers?; and (3) Do school factors of poverty, attendance, school climate, and proportion of novice teachers explain differences between schools in student achievement gains?