Analyze Mobbs's Research

Statement of Issue: Many minority children and children from low-income families enter kindergarten without the academic skills they need to succeed. Math and reading abilities at kindergarten entry are powerful predictors of later school success. Research shows kids who start school already behind are unlikely to ever get caught up to standards. Hispanic and African American children are anywhere from 7 to 12 months behind in reading and 9 to 10 months behind on math when they enter kindergarten. Access remains extremely low to high-quality early education do to a couple of problems. First, rates of access to early education vary widely as a function of children’s socioeconomic backgrounds. Secondly, the quality of most early education programs is not high enough to substantially improve academic readiness. Considering the tremendous potential for high-quality preschool to improve children’s outcomes, this policy brief will consider how a universal publicly funded pre-kindergarten program in the United States could decrease both disparities in access to early learning and achievement gaps at kindergarten entry.

On February 12th, 2012, in his State of the Union address, President Obama discussed the long-term benefits a universal preschool would have on today’s society. “In states that make it a priority to educate our youngest children…studies show students grow up more likely to read and do math at grade level, graduate high school, hold a job, form more stable families of their own. We know this works. So let’s do what works and make sure none of our children start the race of life already behind.” (Obama) Unfortunately, an overwhelming number of children, from low-poverty areas, are unable to access high-quality early childhood programs for their preschool aged children. Consequently,

Recent studies on early childhood education have shown that children who have access to quality pre-kindergarten education tend to have higher educational attainment than those who do not have the opportunity. While the literature is by no means uniform on this, the bulk of current evidence suggests that such policies will likely be helpful, especially for students in low - income and minority school districts. Only time will tell, of course, if such programs can help to make inroads into the seemly intractable achievement gaps, but based on current evidence, it is a policy worth

The studies found that all pre-school programs have the potential to prepare disadvantaged preschoolers to enter school at the same level, but since the children in this study were so much more disadvantaged and lower intellectually, they had no way to go but up. Since Head Start is designed for economically and intellectually disadvantaged children, these deficits can be specifically corrected. Simple knowledge like colors, street signs, and discipline are taught, but often assumed by other preschoolers who are more privileged they have already mastered those skills. Meeting the children on their own level brings them up to close the gap with other children. However, this gap appears in other

The study found that the children who attended pre-K showed increased aggression and decreased self-control (with effect sizes ranging from 0.07 to 0.11 in the model) and performed “significantly” higher in math and reading upon entering school for kindergarten (with effect sizes of 0.10 to 0.12), with disadvantaged children having more lasting cognitive gains (Magnuson, 2007, 34). However, the study also found that “for most children, the cognitive benefits fade,” largely disappearing by the spring of 1st grade, “but the behavioral effects persist” (Magnuson, 2007,

Time and time again, people agree upon the need for and the benefits of an early childhood education system, but very little change takes place. In Georgia, there is a prevalent need for effective programming for children of low socioeconomic status backgrounds. Research strongly claims that children from poor communities that enroll in center care demonstrate positive cognitive effects (Loeb et al, 2004). According to Zimmerman and Pepper Jr., two capitalists invested in prekindergarten programs, ―A child’s brain grows to roughly 85 percent of its full capacity in the first five years of life. These are also the years when a child’s sense of what is

The U.S. Department of Education’s study of 22,000 kindergartners in the kindergarten class of 1998-99, found that Black and Hispanic children were substantially behind when they entered kindergarten (Children’s Defense Fund, 2009). Children from low-income are less likely to participate in high quality early childhood and pre- kindergarten programs that prepare children to succeed in school. Early Head Start programs serve only 3% of infants and toddlers from eligible low income families (Fiester, 2010).

It is a well-known fact that low-income children are falling behind their high-income counterparts due to restricted access to high-quality preschools and education. "Researchers estimate that half of the achievement gap in high school can be attributed to children’s experiences before age 5” (Olinsky, 2014). Having access to high-quality preschools increases the likelihood that a low-income student will graduate from high school, attend college, and earn higher wages as an adult. Although forty states have already adopted federally funded preschools, this should be mandatory in all 50 states and be available to all children “regardless of their background, start on a more level playing field, thereby combat inequality for the next generation of Americans” and “will give all children more of a fair shot to realize the American Dream by working hard and playing by the rules” (Olinsky, 2014; Pazzanese,

This analysis uses data from the Early Childhood Longitudinal Program Kindergarten Class of 2010-11 (ECLS-K: 2011) a study supported by the National Center for Education Statistics (NCES) that tracks children’s educational experiences and development as they progress along the school system. Although, the ECLS-K: 2011 provides comprehensive data about multiple aspects of a child’s educational experience only select data points (11,027 degrees of freedom) were used in this analysis and are summarized in table 1.1.

“Diverging incomes among families lead to diverging destinies among children, undermining the promise of equal opportunity.” – Nancy Folbre. Early Childhood Education has many current issues and trends but one that I found interesting is the issues of poverty/ low income families with children attending school. These families struggle with providing their children the best education that they need and deserve. Parents need to be able to have access to quality programs for their children to attend. Low income parents might seem that they don’t want to be involved but it’s the complete opposite of that. These parents need access and an equal opportunity in order to provide the best for their children.

Meade et al suggested that from their research that certain environments accommodate certain behaviors. The societal implication supports a number of social programs such as the preschool program which purpose is to provide equalizing instruction to young children from underprivileged homes. People living in middle-class

This article is about a study that was designed to substantiate the positive, long-term outcomes demonstrated by children from economically disadvantaged homes who received a high-quality, early education. This study tracked children who attended The Opportunity Project (TOP) Early Learning Centers in a midwestern city in the United States, they were matched with a like control sample from a local school system, and were tracked from kindergarten through 4th grade. The Opportunity Project (TOP) Early Learning Centers is a charitable project located in a midwestern U.S. state that partners cohesively through public/private partnerships. In order to assess the long-term benefits achieved from The Opportunity Project (TOP), a longitudinal study

Equally, “Cognitive and noncognitive skills are least developed among those with the lowest socioeconomic status and sharply increase as one ascends the socioeconomic ladder.” Additionally, children of affluent families test higher than students who haven’t participated in preschool education or engaged in equal amounts of developmental play time and literacy activities with adults. Programs and policies must account for the fact that schools and teachers serve students who do not start school on equal terms. Not only, are children not prepared to learn when they enter school, but they are inevitably living in a community with schools that have little resources from a lack of funding. American culture depends on its families to nurture its children and for schools to level the playing field for children born into disadvantaged circumstances. Schools must be expected to provide an environment that bridges

Since a child born parents’ main goal is to provide the best education that they can. It is a dilemma for parents to choose the correct pre-K program. Quality pre-K programs will create an environment where children and parents feel secure and welcome. The pre-K program should provide age appropriate activities where children can develop their skills and be prepare for kindergarten. According to article Pre-K and Quality: A Look at the Leading States EdCentral by Aaron Loewenberg, research has shown that high-quality pre-K programs have a positive impact on children’s cognitive and social-emotional skills, leaving them better prepared for kindergarten (Loewenberg, 2016). The role that early childhood education play in children’s life is essential

Programs and services that are intended to meet the needs of children who are at or below the poverty level must identify and meet the needs of Hispanic children as well as African American children. Programs such as Head Start were designed to identify with the minority group and given them the beneficial programs they need. The efficiency of early education programs are believed to reduce behavior problems among low-income children in preschool. (NICHD Early Child Care Research Network, 2001) Publicly funded programs like Head Start are reducing ethic and racial gaps in preschool attendance (Magnuson & Waldfogel 2005). Magnuson and Waldfogel state that substantial increases in Hispanic and Black children’s enrollment in preschool with a combination of increases in preschool quality have the potential to decrease school readiness gaps. Boosting enrollment of Hispanic children may be especially beneficial given their current low rates if enrollment (Magnuson & Waldfogel 2005).