One explanation for the former, negative finding is that time devoted to activities not specifically geared toward boosting academic skills detracts from parents’ time to help their children enhance those skills. Fifty years ago, the evidence in the congressionally authorized Coleman Report put a twist on Brown, suggesting that socioeconomic school integration could increase … It also had less of a negative effect on children’s self-control in 2010 than it had earlier. 11. Unfortunately, in impoverished families there tends to be a higher prevalence of such adverse factors as teen motherhood, dep… Children who entered kindergarten in 2010 were prepared for school to widely varying degrees, with social class being a powerful factor in their abilities at kindergarten entry. h�b```����� �����3P@�'����eQ����|{8�0l�vdI��B�G"�{�㷃�f �(J:q|balraTh�Z0m�#�I��O/(x�a����ń-�e��c?L�p��@0F8��θ����y�UF��
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A number of diverse school districts have launched comprehensive education initiatives that use community-building to tackle poverty-related impediments to learning and student success. These are supports that benefit all children but that are more difficult for low-income and minority students to gain access to. One positive factor could be the substantial increases in state investments in pre-K over this period. Most (but not all) employ schools as hubs, they can involve a variety of school–community partnerships, and the mix and level of public and private funding for programs varies widely. Through a collaboration between The Children’s Aid Society and the New York City Department of Education, 16 community schools in some of the most disadvantaged neighborhoods in three of the city’s five boroughs provide wraparound health, nutrition, mental health, and other services to students along with enriching in-and-out-of-school experiences, amplified by extensive parental and community engagement. Report • By Emma García and Elaine Weiss • September 27, 2017. Several factors known to boost school readiness had a consistent effect on school readiness, i.e., they were important in 1998 and they were equally important 12 years later: Another factor known to boost school readiness had a greater influence in 2010 than it had in 1998: As a group, however, these controls accounted for a smaller part of the gap in 2010 than they did in 1998. The gaps are the baseline fully unadjusted standard deviation scores for children in the highest fifth of the SES distribution relative to children in the lowest fifth of the SES distribution. Also, as the case studies indicate, some communities are embracing systems of comprehensive enrichment and supports to close skills gaps based on social class and to provide children with a more authentic equality of opportunity. 4. This report was produced in collaboration with the Broader, Bolder Approach to Education. Raising the minimum wage to $15 in 2024 would benefit nearly one-quarter of U.S. children (19 million have at least one parent who would get a raise). Where state pre-K programs are weak or patchwork, local initiatives can fill in those holes. See Raj Chetty et al., The Fading American Dream: Trends in Absolute Income Mobility since 1940, NBER Working Paper no. Despite being poorer, on average, than other Kentucky students, students in Kentucky’s Eastern Promise Neighborhood counties had larger gains in test scores in both reading and math than their state peers (gains of 7.3 and 7.0 percent compared with 5.3 and 4.4 percent, respectively). In Vancouver and New York City, the whole-child education experience is delivered by full-service community schools (community schools are public schools that serve as hubs for the provision of academic, health, and social services to students and families). EPI is an independent, nonprofit think tank that researches the impact of economic trends and policies on working people in the United States. But low-SES children did not benefit greatly from these investments. Components include enriching curricula and in-class experiences; lessons that are aligned with hands-on out-of-school activities that are available to all students; mentoring and tutoring to ensure strong adult–student relationships; and targeted strategies designed to improve students’ readiness for college, careers, and civic engagement. Likely a major reason that relative advantages grew for children in higher-income families is the much greater investments that high-income parents are able to make in their children, including the time these parents are able to spend with their children for leisure and for academically enriching activities.5. Robert Putnam, Our Kids: The American Dream in Crisis (New York: Simon and Schuster, 2015); Diane Schanzenbach, Megan Mumford, Ryan Nunn, and Lauren Bauer, Money Lightens the Load, The Hamilton Project, Brookings Institution, 2016; Silvia Stringhini et al., “Socioeconomic Status and the 25×25 Risk Factors as Determinants of Premature Mortality: A Multicohort Study and Meta-Analysis of 1.7 Million Men and Women,” The Lancet, March 25, 2017 (published online January 31, 2017). She holds a Ph.D. in public policy from the George Washington University and a J.D. See School Turnaround: A Pocket Guide, American Institutes for Research, 2011. Peterson, ed., Expanding Minds and Opportunities: Leveraging the Power of Afterschool and Summer Learning for Student Success. In Reforming New Orleans, have Charter Schools Left Some Students Out? Students in these whole-child districts tend to be better prepared for kindergarten, as measured by their development across a range of academic, social, and behavioral domains. It is based on key findings from Education Inequalities at the School Starting Gate: Gaps, Trends, and Strategies to Address Them, a study combining statistical analyses of performance gaps and qualitative analyses of school districts that are piloting promising strategies for closing these achievement gaps. Teachers College, 2004). These strategies are often referred to as “whole-child” approaches to education, in reflection of their holistic nature. Each step up the SES ladder puts a child at further advantage, with those at the high end of the SES distribution about as far ahead of the middle SES group as the middle SES group is ahead of their low-SES peers. The Tangelo Park Program (TPP) provides cradle-to-college support for all children residing in Orlando’s high-poverty, heavily African American Tangelo Park neighborhood. Federally funded efforts to “turn around” low-performing or “failing” public schools often involved firing a large share of the teaching staff, replacing principals, or even shutting down schools and sending the students to new schools, often operated by charter administrators.21 The case study districts, in contrast, keep students, teachers, and principals in the same school building, bringing the new, supports-based approach to where students are and engaging educators (and parents) as partners in and leaders of the effort. These economic headwinds for low-social-class families are reflected in our data across SES groups. Teacher judgments can be clouded by an inability to distinguish between student achievement and student traits like perceived ability, motivation, and engagement that relate to achievement (Gittman & Koster, 1999; Sharpley & Edgar, 1986). It is also possible that increased quality in the programs that low-SES children attended improved their readiness. Investments in these students are investments in their future and ours. Because parents are their children’s first and most important teachers, earlier efforts tend to focus on engaging parents and working with parents and children together. A composite of reading/literacy activities has a strong, positive relationship with virtually all skills. 1 (2009), 87–122; AAP Council on Community Pediatrics, “Poverty and Child Health in the United States,” Pediatrics vol. 12. 2.) Research shows that for children living in the lowest-income households, increasing their parents’ incomes to above the federal poverty line during their formative early years had lasting educational and other benefits. Our analyses also document stark disparities in child and family characteristics and other factors that are known to affect school readiness.9 Compared with their high-SES peers, low-SES kindergartners are less likely to speak English at home, to live with two parents, to have been in center-based pre-K care in the previous year, and to have engaged in early literacy practices at home. But closing those gaps in opportunity and achievement, which scholars and policymakers alike have long viewed as one of our education system’s primary goals, requires tackling the broader economic problems that drive these gaps. In addition to traditional measures of progress, like higher scores on standardized tests or higher districtwide graduation rates, these districts are looking to improve kindergarten readiness, enhance student and parent engagement in schools, and narrow income- and race-based gaps in students’ access to tools that prepare them for college, careers, and civic life. Finally, these districts are narrowing race- and income-based achievement gaps, in stark contrast to rapidly growing K–12 achievement gaps at the national level between wealthy and poor students. Jobs at EPI These comprehensive interventions are starting to narrow early achievement gaps and boost test scores, increase measures of student well-being, and lead to higher rates of advanced course placement and high school graduation among low-income and minority students. 27. For example, students of color tend to be disproportionately represented in lower-level courses and special-education programs, and their academic achievement, graduation rates, and college-enrollment rates are typically lower than those of their white peers. Generating higher average incomes would be the most direct, and effective, way to eliminate the negative effects of low resources and inequality.27 Strategies that would increase incomes include enhanced federal social safety net policies that boost wages for vulnerable families, such as unemployment insurance, Social Security Disability Insurance, the earned income tax credit (EITC), and the child and dependent care tax credit.28 Substantially raising the minimum wage would benefit a large number of children and a substantial fraction of single-parent homes.29 At the macroeconomic level, comprehensive government support for better employment options (including budgetary and monetary policies that boost employment), and for economic growth that is spread more broadly across the income distribution, would both reduce poverty and increase absolute mobility.30. Social and emotional skills are constructs based on children’s attitudes and behaviors and are measured by teacher and parent assessments. Thus the combination of growing economic inequality and inequality-based achievement gaps casts doubt on the notion of an “equality of opportunity” that serves as the basis for the American Dream.
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