How can Utah encourage the private sector to help children in intergenerational poverty?
“HB 24 offers the hope to children in intergenerational poverty that their parents’ poverty and a lack of savings will not dash their dreams of a college education,” said Christine Cooke, Sutherland Institute education policy analyst. “By encouraging self-reliance and private donations to college savings accounts for children in intergenerational poverty, this legislation ensures that children who overcome the significant educational barriers of intergenerational poverty will get a chance at a successful life through higher education.”
How can public education meet the unique educational needs of children in intergenerational poverty?
“HB 168 is good policy because it requires extended-day kindergarten program to meet the unique early childhood needs of children in intergenerational poverty, who need these programs the most,” Cooke said. “While research shows that the effectiveness of expanding kindergarten for all children is questionable, it also shows that it is most effective for the most-at-risk children. In Utah, that is clearly children in intergenerational poverty.”
How can Utah make it easier to escape intergenerational poverty?
“HB 294 is good policy because it tears down barriers to a person in intergenerational poverty once they have prepared themselves for a life of self-reliance through academic success and are ready to pursue full-time employment,” said Sutherland Institute director of public policy Derek Monson. “The transition from inherited poverty to sustainable employment has enough personal, cultural and social barriers for those in intergenerational poverty without adding to that an income tax policy that takes away some of the financial reward of working. This legislation sends the message that Utah intends to help those in intergenerational poverty help themselves out of poverty, whenever they are able and ready to make that transition.”
How can Utah connect our best teachers to children in poverty?
“Good teachers deserve to be rewarded, and HB 212 forwards that value while sending the message that it is not how long you last in the classroom, but how well you perform that defines good teaching,” said Cooke, who is also a former teacher in Utah’s public schools. “This legislation also ensures that we are connecting our best teachers to the children who need them the most – children living in poverty. HB 212 is good policy because it constructively engages education leaders in re-thinking the teaching profession – both pay and morale – and fills a resource gap for Utah’s most-at-risk children.”