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Socio-economic variables 
 
RELATED INFORMATION

Conditions of poverty represent special challenges to teaching and learning SMT. Consistently and predictably, underprivileged schools and students perform less well than their peers. SMT programs have been particularly difficult to sustain since No Child Left Behind, since much more time and energy has to be put into basic literacy and arithmetic skills, leaving little for other subjects. This must not, however, be an excuse to neglect SMT programs, which are so critical for opportunity and citizenship in the modern world. Adopt a curriculum that ties elements of SMT literacy to the teaching of basic skills. Develop relationships with local industry, which can offer guidance and role models students can strive for, as well as contributions of money and equipment. Above all, insist on the relevance of SMT for all students, regardless of their backgrounds.

  • What role does socio-economic status play in SMT education?
  • What resources are available to help us address socio-economic issues in SMT education?
  • How have other districts handled socio-economic issues in SMT education? 


What role does socio-economic status play in SMT education?

 
What resources are available to help us address socio-economic issues in SMT education?

How have other districts handled socio-economic issues in SMT education?




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