Elementary School Mobility

Labaree states, that the purpose of all three has played a major role for a certain time in the history of education in the United States. Sometimes, one of these purposes supports and other times oppose each other. However, courtesy of these three, social mobility has a good chance to serve schooling’s goals, and satisfy all stakeholders as well. It has all the features and elements, which

Early childhood education is crucial for success in the formalized education system. Many children born into lower income communities do not obtain this advantage. According to Kozol, simply based off accident of birth a child will lead completely different educational lives (2005). For example, a white toddler in an upper middle class neighborhood might attend a prestigious educational preliminary kindergarten. These respected early education schools are often referred to as “baby ivies” (Kozol, 2005). The child participates in pre-numeracy skills along with pre-writing skills. Conversely, a child of minority descent living in an underprivileged neighborhood may not initiate school until they are five years old. In the three previous years a

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.

Judith Smith and colleagues (1997), using data from two national datasets, showed that family poverty was significantly associated with lower scores on several measures of child cognitive and school readiness outcomes for children age three to four years, even after controlling for the effect of mother's education,

One of the greatest tragedies is the effect of the economic margin between ethnic and racial groups. Families of minority groups are more likely to be the living in what is relatively speaking, poverty levels, than the majority group. The majority, primarily of the white race, live with the advantage of their much better economic standing, and are benefitted with the advantage of having the ability to get their kids ahead academically. Which leads to disproportionate ease of transition into kindergarten for kids. In a sample of 3,595 teachers surveyed by using the National Center for Early Development and Learning’s Transition Practices Survey (1996), it was reported that about 16% of children faced difficulty during entrance to kindergarten. The rates of problems acknowledged among the children also reflected the minority composition, and

This research supports the belief that individual achievement is more strongly connected with socioeconomic status rather than school characteristics. The actual quality of the schools programs and facilities does not have the negative effect on academic achievement that social class does. A student’s socioeconomic background is largely measured

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One of the most epidemic problems that greatly affects the American public education today is the economic inequality and the resulting gap of academic achievement between rich and poor public schools. The problem started to exacerbate especially in the last fifty years as the gap is still widening and continue to be unsolved. Of course, poor students who come from financially unfortunate families are the main sect that feels its impact the most. Greg Duncan and Katherine Magnuson, a distinguished professor in education and the latter has a Ph.D. in Human Development and Social Policy, have showed the strong relationship and the inevitable relevance between the academic achievement of students and their families’ income. They noted that poor students from the bottom ten percent of the socioeconomic classes have been recorded to score at around more than a standard deviation lower than those from the top quintile in math and reading (47). In 1965, it was the first attempt from the government to propose, yet an imperfect, solution to the problem by issuing the Elementary and Secondary Education Act (ESEA). Then in 1966, the Coleman Report had a major role in raising public opinion toward this issue and disclosing its real dimensions during the War on Poverty movement. Also, in order to understand the real size of this problem, we must consider all the major factors that contribute to this income achievement gap and its evolution over the

This was 93.7% of the original group of 111. The follow-up measured intellectual level and academic skill, educational attainment, skilled employment, self-sufficiency, and social adjustment. These were all measured using a young-adult interview. Initially, the researchers compared the students who participated in pre-school experimental group with the control group of pre-school students. The study found that treated women had a higher IQ than non-treated women, though men’s IQ’s did not demonstrate significant change. Students with pre-school treatment earned higher scores on mathematics assessments, particularly in the area of calculation. There was also significant improvement noted in the area of letter-word identification, but not in passage comprehension. The study also found that children who received treatment in preschool earned grade equivalency scores of nearly 2 years higher in mathematics than those who were in the pre-school control

In the United States, students’ education is effected primarily by the economy and location. Schools located in low income, high crime areas negatively affect students’ learning abilities. There are a few key factors in determining a student’s success in school, funding, programs, teachers and home life. Low income students should have the same resources as children from wealthier areas. In inner city Philadelphia, lower north Philadelphia, the median income was $31,639 and the graduation rate was 65% in June of 2015. Moorestown township, a suburb of Philadelphia whose median income is $127,637 in 2016 had a graduation rate of 97.53%. Children who grow up in low income, high crime, low funding areas and get very little attention from adults at home have a tougher time excelling in school and earning a diploma compared to children in wealthier school districts.

The random assignment Perry Preschool Project in Ypsilanti, Michigan (1962-1967) found positive effects on soft skills as well, but no sustained IQ gains. The study targeted African-American children with a low IQ, between 70 and 85, at study entry, and disadvantaged as measured by parental employment level, parental education, and housing density (Schweinhart). Unlike the Head Start study, the design involved random assignment to either a preschool program group or a no-preschool program group with elements of accommodation to reality (for example, younger siblings were assigned to the same groups as their older siblings to prevent the spread of program effects into the no-program group). This allowed the study to be closer to a true random assignment. The program had a 6:1 student to teacher ratio and every teacher had at least a bachelor’s degree. To incentivize highly qualified teachers, the program paid them teacher salaries plus a 10% bonus. Evidence of stronger program effects on females appears for regular high school graduation rate, repeating a grade, and treatment for mental impairment. However, the program effect on criminal arrests more effective for males, but this is because males were arrested more frequent basis. 69% of no-program males were arrested compared to 45% in the trial group. The girls showed a 10% difference at 24% vs. 34% in the no-program group (Schweinhart, 17). Overall, the program showed a 7.16:1 benefit to cost ratio indicating the early

Elementary and middle school aged children: basic math, language arts, and problem solving skills (Arademics,

One main reason behind students not being successful later in school is related to the readiness of the child when they enter school. “Evidence suggests that children’s academic skills at school entry are linked to their later school achievement (Entwisle & Alexander, 1993), and that test scores in the elementary school years are associated with long-run economic outcomes such as employment and earnings (Krueger, 2003)” (Magnuson, Ruhm & Waldfogel, 2005).

Reynolds studies in 1996. Reynolds investigated the effects of preschool intervention versus school achievement in the sixth grade. Because of cognitive readiness at kindergarten entry due to preschool, children in the sixth grade showed significantly higher reading and math achievement with a lower incidence of grade retention. Evidence suggests that early school adjustment is positively associated with parental education, socioeconomic status, and children’s ethnicity (Ladd, 1987; Reynolds, 1991). These environmental entry factors are relative to the challenges of school and influence early adaptation. Parental education and income may afford advantages that lead to cognitive maturity prior to entry into kindergarten. A low socioeconomic status may produce increased stress in a family as well as diminished resources, and may influence the child through parenting practices and lack of warmth and acceptance. In American society, certain ethnic minorities have increased risk to psychological problems due to race discrimination and prejudice. This results in a higher amount of behavioral problems and lower academic achievement. These environmental entry factors effect a child’s psychological adjustment indirectly due to the many contributing factors to be considered. The socioeconomic status includes many demographic factors including: single parent families or larger families which mean decreased attention toward the child, amount of income or

About one in five children in the United States has the misfortune of living in a family whose income is below the official poverty threshold (Borman and Reimers 454). Poverty has harmful effects on a child’s academic outcomes, general health, development, and school readiness. The impact of poverty has on a child depends on many factors for instance community features ( crime rate in neighborhood and school characteristics) and the individuals present in the child’s life like their parents, neighbors, or relatives. It is clear that schools and outside environmental factors contribute to whether a child is successful or not in their academic life. A child’s family, neighborhood, and type of school effects that are related with poverty