Parents Socioeconomic Status

The three potential explanations for the Black-White achievement gap are family background, peer pressure and school effects (Simms, 2012). A strong correlation has been identified between family background and the Black-White achievement gap. According to Covay’s research, black children tend to live in families with a household context less conducive for opportunities to learn compared to white children. Not only do black families tend to have lower income and less wealth but also a shorter history of being in the middle class. In addition to financial capital, the home environment includes family structure which may also influence the quality of learning opportunities (Covay,

According to Sanford Graduate School of Education research, almost every school district enrolling large numbers of low-income studies has an average academic performance significantly below the national-grade level average. Achievement gaps are larger in districts where black and Hispanic students attend higher poverty schools than their white peers. The size of the gaps has little or no association with average class size. The most and least socioeconomically advantaged districts have average performance levels more than four grade levels apart. According to Reardon and colleagues, one-sixth of all students attend public school in school districts where average test scores are more than a grade level below the national average. Also, one-sixth

Research in the past decade on the widening gap of educational opportunities between lower and higher income families has shown that children enrolled schools that predominantly serve lower income families tend to have lower pedagogical success and more negative associations regarding the American education system.

After reviewing the Government laws and policies that have been in placed and replaced in history and more currently to contribute and correct the issue. The most important question of all remains. Why does the Achievement Gap still exist? According to former Secretary of Education John King (2016) “Black and Hispanic students continue to lag behind their White peers in achievement and graduation rates.”After so many attempts made by the Government to close the Gap and create equality, clearly there is something that is not being addressed across American Public Schools. Frederica Wilson (2013) former state senate member stated in the Brown vs Board Documentary There is such a difference in going to one school in one community and going to another in another community. Why don't we tackle that problem instead of testing the students predicting they will fail, watching them fail and denying them a good life?”The question now that remains how exactly are the schools different in different communities?

Annette Lareau is the author of Unequal Childhoods, she study African Americans and white families to understand the impact of how social class makes a difference in family life, specifically the children lives. This book talks about how the social class will determine how children will use their cultivate skills in the future. Through her research, she finds the differences in the parenting styles of twelves families, which all the kids was in the third grade. While reading the book Lareau found that middle class parents practice concerted cultivation, and working class and poor parents practice accomplishment of natural growth.

The achievement gap is difficult for children just entering school because the bar has already been set to where some of those children are going to land. At the age of three, children of people with careers have vocabularies that are nearly 1.5 times greater than those of working class children, and nearly double the children whose families are on welfare.” This statistic shows that even children at the age of three experience the achievement gap because of their own home life. It is imperative to reduce or eliminate the Achievement Gap in the U.S. To do this we must identify the problem, balance and control the funding, increase our teachers’ abilities and explain the benefits of closing the gap permanently.

Hi. I just read through this paper. I have noticed that the author refers that both first and last name could be impactful for examining racial/ethnic disparities, and he mentions that black names common to more educated mothers would be less recognizable than black names common to less educated mothers. This is because parental socioeconomic status (SES) could impact how parents choose names for their children. I believe that parental SES could impact one’s life significantly as well. This points make me remember that last year I wrote a research proposal paper on how one’s parental SES impacts his/her future SES for a psychology class. I have read a brunch of literatures on this topic for finishing up this assignment. I have learned that parental SES could be an essential factor for one’s

Socioeconomic status(SES) (Lecia, 2014) defines communities and is used to segregate by ethnicity and race. The SES status highlights high-risk communities’ and the barriers of violence, unemployment and lack of economic opportunities its residents encounter. These barriers impede the residents’ ability to reverse generations of destructive habits to include sound financial management practices and thus the cycle of poverty continues. In 2003, Congress established the Financial Literacy and Education Commission (The National Strategy for Financial Literacy , 2006) and tasked the commission with improving the financial literacy and education of citizens in the US. This high-level approach started the dialogue in communities across the country

Berry, the most challenging areas of special education are the times where you have to deal with so many kinds of disability each and every day. And the worst of the worse is facing the moments of lack of support. Sometimes if the school is facing financial deficits it goes on backs of the district teachers. The teachers’ salary cuts down and there is nothing they can do about it. I think that the most challenging area is the lack of support, which Mrs. Berry mentioned to me first. Teachers should have more attention and care from the government and school districts. It’s a very hard moment to think and see how unsupported you are when helping hundreds of students get educated to change the world later after you allow them to graduate and let them move on. Also, the teacher will be dealing with so many stressful students who just can’t get the idea that is trying to be understood by them. Or somethings the students just don’t want to learn and it’s the teachers’ job to make them learn no matter what are the reasons after all. I think that this is a very challenging situation when having to come up with a way that you can attract students in your learning. And not any students but special students where everything is harder than normal. We should not forget the behavior disability students, because when dealing with these students the job doubles. The first job is to control their behavior, and the second is to teach them what they are supposed to

Children from less-advantaged homes scored lower than the national average on national achievement scores in mathematics and reading. Children in impoverished settings are much more likely to be absent from school throughout their educational experiences, further increasing the learning gap between them and their wealthier peers. “While national high school dropout rates have steadily declined (National Center for Education Statistics, 2002), dropout rates for children living in poverty have steadily increased. Between 60 and 70% of students in low-income school districts fail to graduate from high school (Harris,

A main question in this journal article is if “children of different racial back grounds attend different schools” (author). Even after the desegregation act after the court case Brown v. Board of Education, children are still widely segregated. Most of the children who get left behind are minorities, and because of segregation they get put into inferior schools compared to their white counter parts who get put into better schools. This article is about finding why minority children are left behind by a system that is supposed to be helping them to become equal. The researchers in this article search for schools that minorities are attending and try to find out why they are being left behind. The act, No Child Left Behind (NCLB) allows researchers to find schools that are heavily segregated. They research the reason why there is a difference in test scores of white and minority children. They then try to find the reason behind such differences by seeing what kind of schools these children are going to and how the schools characteristics are linked to the children’s performance. In their studies they have found that more white children preformed at or above the national level in academics. With this study, researchers are looking into the

Concerted cultivation is a technique to raise children and the middle-class use it to improve their children's talents, through a lot of activities in the social and educational life and children tend to participate in a multitude of organized activities, such as sports, music, and other lessons.

Socioeconomic status is factor that has been identified as relating to student absenteeism and truancy (Dessoff, 2009). Students on a lower socioeconomic scale, as indicated by eligibility for the free or reduced-priced lunch program, display a higher rate of chronic absenteeism than the overall student population (Dessoff, 2009).

A new program established in Chicago gained insight to a shocking statistic: “…for every $1 invested in the first four to six years of school, improved educational outcomes lead to a societal return of $8.24 (Hernandez, pg. 11).” Students who graduate High School boost the economy (Dell’Antonia, 2012). Along the same lines, adults who do not receive a full education and do not meet appropriate bench marks for reading proficiency, are the most unemployed members of society and, due to the circumstances, fall below the poverty level (Kutner et al., 2007). If these children are not being raised in a house by parents who have not obtained a high education, the children suffer. These families typically live closer to schools that are not as successful as other schools, the child will miss more days of school due to illness, and their academic success will falter (Hernandez, 2011). Extending beyond that, students that do not finish high school are incarcerated more than students that graduate (Harlow,

How have these factors (minority status, gender, socioeconomic status, family structure and urban-rural differences) affected the person you have become today?