The purpose of Part 4 is to select a solution to the problem you defined in Part 2 that is grounded in literature and supported by evidence and analysis.? To accomplish this ta

Further, the report shows that a better approach would be allocated to schools in certain geographical areas while considering the actual population of the learners. Such policies may be tough to actualize. School costs must be properly estimated so as not to allocate some schools larger budgets which they waste at the expense of other schools lacking. Such phenomena deprive the learners in the latter school's opportunity for enough learning resources. Organization for Economic Co-operation and Development(2017) advocates for comprehensive and compelling analysis to establish the real costs certain schools need when allocating resources.

In an article published in the Wall Street Journal, Bauerlein (2020) recognizes the need for systems of funding schools that budget for needy learners. Bauerlein advocates for a funding system that sets apart bigger budgets for kids from poor backgrounds rather than allocating an all-uniform approach to the funding of the said schools. Such funding will be so that there is flexibility in the budget to allow the school principals to allocate extra costs from poor backgrounds. With schools in some areas reporting off-the-roof enrollment out of the pandemic and due to the economic effect felt by the parents, educators must look for a funding mechanism that will consider the unique needs of the learners from poverty-affected schools. Further, another suggestion by this article is the focus on a funding system that focuses on mastery or, better put, what the student learns. Learning Policy Institute (n.d) advocates for a policy that leverages equity within the school funding system. Learning Policy Institute (n.d)cites the case of New Jersey, where the school financing reform is among the best in the country, serving learners from African American backgrounds. Learning Policy Institute (n.d)found out that the state allocates 20% more per pupil in districts where at least 30% of the learners come from backgrounds of poverty. The policy was changed in the 1990s after the intervention of the courts in a series of rulings calling for more equitable funding for school districts in predominantly low-income counties. Learning Policy Institute (n.d) adds that using these policy reforms in the school district funding recorded a notifiable academic achievement among learners. Adopting equitable state funding programs and streamlining sources of resources to those in greater need is seen as a better approach to improving school funding.

Adoption Of a Brain-Based Learning Approach To Teaching Children From Poverty

Research has indicated that particular experiences and life situations, including but not limited to poverty, chisel the child's brain. The experience becomes normalized in the mind of the said student. Given this, educators and teachers can adopt a teaching framework that recognizes and capitalizes on the poverty situation to which such children have been exposed. McCall (2018) gives attention to the teaching style in which teachers tutor or teach with the idea of poverty-stricken learners in mind. McCall refers to it as an exciting approach grounded in neuroscience, arguing that it proves the interrelatedness of the body, brain, and mind. Under this model, educators must be prepared to distinctly and uniquely execute teaching and learning among their students unlike the normal models. They must devote time to building the capacity to enter into the life stories and experiences of the learners to be in a better position to execute learning in the best way beneficial to them.

When learners are given more space to participate in their learning activities, they own the learning process and can devise other activities that improve their retention. In the classroom, they can decide on most of the issues and dynamics of their study, which means more personal space and an ability to engage with likely activities. According to Barbieru (2019), the brain-based learning model allows the students to learn through experimental activities and mitigates the negative effects of the negative events. For young learners, these engaging activities have been seen to capture the learner's attention and send up their retention levels on whatever they are learning. The bottom line of this model is that the educators that will have to employ this model in their teaching will need to shift away from the daily routine and recognize the implication that poverty has on the education of the learners. It will entail moving away from the modalities they prefer to those which reach the very situation of the learner. Such entails shifting from their normality and sometimes putting it in a way in which they may have experienced a similar situation. This entails the educator building capacity to be aware of the negative sensation that affects the learner from a poverty-stricken society and what they can do to make the learner benefit from the classroom process.

Ayodele et al. (2020) have shown that a brain-based learning environment modality can increasingly improve learners' academic performance. The study shows that by paying attention to the learner's environment, the model seeks to reduce distress and immerse the student into learning with all senses; hence, less concentration is given to the distress experienced by the learner from poverty-stricken backgrounds. This increases the quality time spent in the classroom, which has implications for boosting the academic achievement of the learner. According to Ayodele et al. (2020), movements in the classroom, demonstrations among other senses activities, reduce stress and provide the learner with a conducive environment to engage in learning. Under this method, the teacher is the orchestrator and the architect who designs the experiences that allow the learner to be fully engaged and make connections that impact their retention within the classroom. The brain-based modality entails having the students in an enriched environment and environment in which to interact.

To examine the applicability of the brain-based model of learning to children living in poverty, Handayani et al. (2020) carried out a study that focused on teachers using various tools and methods to apply the brain-based model among children from poverty backgrounds. The study found that applying the Brain-Based learning approach was workable in Malong. The authors found that when combined with the Whole Brain Teaching (WBL) modality, the Brain-Based Learning (BBL) learning approach worked great in dealing with learning among poverty-stricken learners. This implication is similar to methods used in the present-day classroom, where the teacher combines several models known to work with different learners to maximize the learner's ability. It involves matching the methods to the state of the learner's brain, with the result increasing the learner's learning ability.

Further, the applicability of the brain-based approach is also based on the perception of the teachers and the school administrators. Hence, such a factor is quite a determinant in the success of the said model. Godman (2019) conducted a qualitative paradigm with a case study of 12 principals, and additionally, four of them were interviewed. The author concluded that the BBL's success is based on the principal's perception of its success and hence a central issue of consideration in its implementation. Godman finds that the principals had a positive perception of the brain-based approach, which was vital in the implementation and success of the model in dealing with learners.

Increased Parent and Community Engagement

Due to the effects of poverty and prolonged times of lack, parents from poverty-stricken backgrounds leave all the burden to teachers and have low participation in their children's academics. All the responsibility is left to the teachers to lift the test scores of the learners they are dealing with. Compared to well-off backgrounds, parents from poor backgrounds make less or no effort to their children’s academic performance given that they may have their priorities on the children's necessities, among other reasons. Better put, such situations make it difficult to control what happens to the learners when they are out of school. However, many of the schools have been seen to work under the foundations of the middle class. In such cases, there is less attention for poor parents to attend school activities and be informed about what is happening with their children. Perhaps the school must establish mechanisms to more readily engage the parents of children from low-social-economic status families so that they can focus on their children's education.

Axford et al. (2019) systematically reviewed research on parental involvement's role in the child's achievement. The study finds that regardless of social and economic status and grades, there is strong evidence suggesting a higher impact of parental involvement on children’s academic performance. The study adds that the association is stronger when the involvement is about the academic expectation of the parent on the child. This implies that the parent has to be in the school to set targets they expect the children to achieve while the latter works hard to do as the parents expect them to. However, Axford does not realize any positive relationship between children being assisted by parents in their homework and a positive improvement in their grades. This casts doubt on parents guiding learners on their homework and whether such engagements bring positive and meaningful change to the learners.

Huguley et al. (2021) examined the effect of parental involvement in African American under-resourced schools. The study found that for the parents in the said settings, utilization of navigational and supportive approaches of their children increased their monitoring of the children in schools. The authors establish that these approaches provide for more academic socialization, which can propel the children to succeed in their studies. These implications point to the very role of parental involvement within schools. When they are more concerned with their children over time, they can identify challenges and guide the learners while motivating each learner, positively impacting the school's overall performance.

Other than the engagement of parents from low social and economic situations, schools can also bring on the community around the school to regulate the context and the activity in which the children engage after school. The communities that live below the poverty lines can become think tanks on the social realities of the learners, from which point teachers can approach the learners. Informing the school of the extent and how poverty affects the learners forms a basis for designing responsive learning. Educators can consider the social, economic, and political climates from which their learners come to design learning models that address the learner’s capability.

In another study, Green (2021) examined the impact of engaging families and communities from African American settings in his phenomenological research. Participants in the study included parents, teachers, and community partners. In the study, Green addressed the question of the impact of parental engagement on the academic achievement of the learners of k-12 schools. The study found that by engagement of the participants, many of the barriers to the education of the child were addressed by the participants. The study underscored the need for increased engagement not just for the local communities but also the parents. The use of various strategies to inform the local community and the parents about the education of their children was seen to be very effective in upraising the test scores of majorities of the learners in these poverty-stricken backgrounds.

Proper And Efficient Budgeting Of The Available Resources

Since there may not always be additional budgets to offset the needs of school districts, it may be beneficial to close the existing gaps by dealing with the allocated resources in the possible ways without incurring extra costs. This entails a multi-dynamic budgeting process in which the school and school districts allocate resources to allow the schools to function effectively with the available funds and resources. This method will entail economizing resources to obtain the best from the amount allocated to the said schools.

Using the case study of Moldova, Jin et al. (2019) examines how the public school systems can optimize operations, identify sources of inefficiencies and inequality, and formulate reforms to deal with the mentioned issue. Jan et al.(2019) argue that in Moldova, the main inefficiencies come from schools with a higher population of learners. The author found out that in Moldova, there was a higher student population and higher numbers for which the schools needed to shed off the excess population and reduce the number of teachers employed that are not necessary for the said schools. Jan argues that to lower the school budget, it would be better to increase the class sizes and expand teachers' working hours. Such a move would help maintain a higher quality of education for the learners in such schools. The same would also work for the downsizing of the staff that falls under the category of non-working staff if they are to improve the quality of budgets in the said schools.

In another study, Willis et al. (2019) have shown that there are various ways to leverage school planning and budgeting to have the best from the learners. Among the ways, as mentioned in his study, is by building partnerships with communities to offer additional services. This can also be done by leveraging resources from outside the school to offer additional services to the learner without having the organization incur more costs. It will also entail focusing on the support services that organizations outside the school offer. This ensures that students receive various extra services without such learners or schools paying. The author shows that such services will entail the schools incurring no or only a fraction of the costs incurred in the services provision. The author establishes that in a variety of services provided to learners in different schools, the schools did not have to pay much for the learners to access the services.

Another study by De Bruin(2014) indicates that the use of various budgeting strategies can help to a great extent in removing unwanted expenditures and that which may be deemed unnecessary for schools. Such is geared to strike out the extra budgets and leave the schools with the needed resources to provide the very basic resources to the children for who they are tasked. One of how the author proposes to better streamline school budgets to deal with limited budgets from low social backgrounds and to be in a better place to offset the school responsibilities is by using the Zero-based budgeting model. Under the said model, it allows for new initiatives to be incorporated into the new budgets within the school. Prevent inequalities that have been existing in the past from affecting the learners.

Further, the model brings an evaluative and reflective model to streamline the organization. De Bruin(2014) argues that schools should make budgets to check that resources are effectively utilized without waste. The model should focus on the utilization of the organizational staff. Are the teachers dealing with the learners in the most effective way? Are they teaching all the learners as expected? Are there excess resources allocated to particular grades of learners whose finance could be shifted to another item within the financial budget of the school? Budgeting techniques will therefore ensure that there is equity as well as necessities are addressed. Applying budgeting processes and techniques in managing the school budgets ensures that students from poor backgrounds do not experience the effects of poverty that afflict the schools. Budgeting is a comparison, allowing the schools to make the best decisions on many issues with competing demands.

Conclusion And Findings

The poverty problem among schools located in low-income localities has been a major buffer to the learner's progression in achieving the best of their abilities. Poverty is experienced by learners within the school and home settings and significantly impacts the school system. With research conducted in the past establishing a strong relationship between poverty and low academic performance, there is a need to address poverty as it impacts the school system. These implications stretch as far as some counties having poverty rates higher than the national average(United States Census Bureau,2021). Addressing the problem is key to granting school-going children a better life and enabling them to have the lives they have always had ambitions for. Addressing the poverty-motivated lack of resources and motivation is key to bringing a long-term conclusion to the problem as it affects the population.

There are four potential problems that this literature review has identified as key to solving the poverty and poverty implications on schools and school learner performance. Some deal with the sourcing allocation and management of school resources, while the latter deal with ways to better deal with the available human resources and funds to equip the learning resources for the children in public schools.

The first potential solution identified is addressing the education funding gap that causes inequity and inequality within the United States. There need to be policies to overhaul the school funding gap so that a funding modality can be witnessed that allows each school and learner to have equitable and enough resources for learning. Allegretto et al. (2022) have shown that the federal government should have a bigger role in education funding to increase the resources available to impoverished schools and students. The current funding arrangement is minimal, leaving many of the poverty-affected schools with limited resources to support learning. This is similar to a suggestion by the Organization for Economic Co-operation and Development (2017), which has indicated that there should be consistency and equity in how the government allocates educational resources to address the issue of lack in poor schools. Consideration should be made in allocating resources in that the actual population, the level of need and the additional costs to be considered when allocating resources to the said schools. Bauerlein (2020) recognises the need for budgeting in allocation for the needy children from the said schools. Such a program has been used in the UK to reduce segregation in impoverished localities (Gorard et al.,2022), with a similar one allocating extra resources by 20% per child from poor backgrounds in New Jersey (Learning Policy institute,n.d). The extra consideration for the poor background learners allows for the smooth functioning of the school since it provides for the purchase of extra needed basic and educational materials for those students lacking them.

The other option is a brain-based learning approach to teaching children in poverty-stricken backgrounds. It is another model that can best streamline and improve learners' academic achievement. McCall (2018) has argued that the model entails the teacher building capacity to assume the situation and put themselves in the story and experiences of the child to handle education by first considering the issues afflicting children from such a standpoint. The approach has worked effectively, as identified by Harden & Jones (2022), in motivating the learner and engaging them in activities that activate many of the body senses and allowing the learner to create stimulating activities for learning within the classroom. Barbieru(2019)argues that BBL allows shedding off the negative effects of stress, occupying the child's mind and enabling them to learn. Educators under the model have to shift from whatever teaching routine they are used to benefit the child learner. The model has succeeded in improving the academic achievement of the learner from poverty-stricken areas in Nigeria (Ayodele et al.,2020) and as well as in Malong (Handayani et al.,2020). However the success of the model is also indicated to depend on the perception of the model teachers have (Godman,2019).

Alternatively, increasing the engagement of the parents and community in poverty-stricken areas has proved to be a modality that brings the latter closer and more aware of the student’s academic progression pulling them closer to help improve their achievement of their learners. Loeza & Thompson (2021) has proved the model to be a success since it allows the parents to participate in the activities that support the learner in his academics. Further, Axford et a(2019) have implicated this method to strongly bring about higher academic performance among learners. In African American settings, when tested by Huguley et al. (2021), the helped propel learners, and it effectively identified the challenges that hinder the learner's achievement enabling them. As Green (2021) indicates, the model allows the stakeholders to come together and find ways to collaborate to support the learner in achieving the set goals. Parents are more aware of the targets set by the children, and hence follow-ups and monitoring, regardless of the social and economic circumstances, push the learners to achieve.

The last model addresses the challenges brought out by school poverty by dealing with or capitalizing on cost saving and maximizing the economic benefit of the available resources for the organization in question. According to Jin et al. (2021), the model was seen to be very effective in Moldova, where the education system was able to cut down spending on issues that were not necessary for the school. It entails using what is available, downsizing and shedding off any staff or expenses that may not be needed to set in enough materials to support learning. It entails using budgeting techniques that best suit the school's needs (Alahmadi & Tabrizi,2019). Further, it can entail stretching out and the schools utilizing the opportunities available to the community that may not need payments from the school. Willies et al. (2019) give an example of partnerships with the communities to have the children access services that the school will not need to pay for. Proper budgeting of resources within the school and the school district will help a great deal to allocate resources to needy students who most require them and give them equitably and efficiently.

Conclusively, the revision and overhaul of the public-school funding model, brain-based teaching model, increased parent engagement, and the budgeting and efficient allocation of resources within schools are potential solutions to the problem of poverty in schools. Their applicability is key in boosting students' academic performance and the schools' overall performance.

References

Alahmadi, H., & Tabrizi, S. (2019). School Budgeting Planning: Selecting the Most Effective Budget Plan for Ontario’s Public Schools.