Should the Government Fund Public Preschools?

Americans believe that the young boys and girls of there country must have the same equal opportunity to learn and achieve regardless of there wealth, district, gender, sexual orientation, race or disability. By depriving the current and future generations of America of an equal education we are depriving them of an equal and fair life. Barack Obama, President of the United States of America, once said “We are only true to our creed when a little girl born into the bleakest poverty knows that she has the same chance to succeed as anybody else”. Wealth is whats keeping far too many young American boys and girls from accessing the education they are entitled to. Those children who come from a family of a higher socioeconomic status are privileged and provided the full access to their entitlement, while those from the lower socioeconomic status often miss out because there families are unable to fund there schooling tuitions.

Getting an education is considered a blessing too many, in America many of us believe that everybody should get equality when it comes down to education, but is that really the case? I believe that education is something that many of us take advantage of, especially when you are a kid and you think your education is free and you dread waking up early in the morning for school. Though, when you grow older we are glad that we have received an education and we can contribute to new technology, or we have the opportunity to create a top selling novel, learn about the history of the world, or just knowing why the sky is blue. We all know, and if you don’t you

The present paper aims to examine the effectiveness of early intervention programs that serve students from predominately low-socioeconomic backgrounds. Specifically, the effectiveness of these programs will be examined in terms of student’s school readiness. School readiness has been defined as having both academic and social abilities that allow students to successfully engage in learning experiences upon kindergarten entry (Jeon et al., 2011). School readiness is especially important for low-income populations based upon the high rates of grade failure and school dropout levels later in schooling. Studies show that students from low socioeconomic backgrounds are more likely to enter kindergarten without the basic foundation skills necessary for success (Landry, Swank, Anthony & Assel, 2010). The present paper highlights the importance for increasing school readiness for students

Recently child day-care centers have become an important part in every families life. The families in the U.S. support the need to have child daycare centers for working parents because they understand the situation and problems they face as parents. Therefore, the questions in this research paper are should the government provide daycare centers for working parents in the U.S.? what are the benefits from child day-care centers?. These questions caused a huge argument between people. Adding to that it contains the advantages and disadvantages of leaving children in daycare centers. The research also presents the some examples about the implementing daycare centers around the U.S. Moreover, it explains the importance of child daycare centers to obtain of the education.

America’s education system is one of the most respectable, reputable and sought after commodities in our society, but it is also the most overcrowded, discriminatory, and controversial system ever established. Most people yearn for a higher education because it 's what 's expected in this society in order to get ahead. It means a better job, more money, power, prestige and a sense of entitlement. But this system has let down the children that are supposed to benefit from it. Education discriminates against minorities, and poorer class students are not expected nor encouraged to attain a higher education. The education system is set up to ensure that every child get a basic

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.

Education should not be denied because of financial reasons. Children shouldn’t be denied an education because of their “wealth status”; they should be guaranteed an equal, fair education.

Education-based intervention and prevention play a crucial role in influencing young children from at-risk communities. Many researchers have concluded that early interventions improve the child’s academic performance, behaviours and learning abilities in the short and long term (McMahon, Washburn, Felix, Yakin & Childrey, 2000). Based on developmental and social theories, the child’s experiences in the earlier years have great impact on their future achievement. In turn, the foundation of a child’s academic success is formed at a very young age, before they enter the school system (Ansari & Gershoff, 2015). Intervention strategies that target young children, have a greater impact for future development since they provide them with guidance,

This is usually due to the lack of a strong school system, poor funding, or the unlucky chance that a person is born into difficult socioeconomic standards. Whatever the reason, it is safe to conclude that many children of affluent backgrounds do not need, or do not appreciate in a sense, the education that children of less-fortunate families need and want. Jonathan Kozol has brought upon this paradox throughout his life, especially when talking with these students of need, who understand and explicitly state the situation they are in. As one of the students puts it, “It isn’t a question of what students want. It’s what the school may have available” (Kozol 206). While students like Mireya know what they want to do in life, the school they attend restricts pursuing these aspirations and instead confines them to practical but unrelated elective classes. Deprived of the proper education because of the school she attends, Mireya is aware of the tension between wanting to feel liberated but being confined to her situation at hand. In this sense, it is clear to see that the students deserve more than they

Early childhood. During the 1990s, the nation was inundated with reports on the importance of the early years on children's brain development and later cognitive achievement. While some of the reports may have overstated the issue and understated the importance of a child's later years on development, evidence suggests that the early years may be a critical period of development in which family poverty has particularly strong effects on young children. As seen in Table 1, poverty occurring early in a child's life (age two to four) is associated with large effects on indices of child school readiness and cognitive outcomes.

It is not hard to understand then how disadvantaged children may not aspire to complete school or attend University due to the unfamiliarity of the concept and lower family expectations. Economic disparity plays a large role in school outcomes wherein greater affluence can provide families with a wider range of education choices and activities to enhance curriculum understandings. In the scenario it is noted that Dexter’s parents want him to do well in school however they are constrained by economic realities. Poor families have less choice in their lifestyle and education selections which can impact on outcomes. Decreased access to resources such as books, educational materials, high quality early education and learning opportunities diminish their ability to start school on an equal footing with more affluent children. As well the poorest families struggle to find good schooling opportunities and have to accept what is offered to them (Ewing, 2013, p. 84). These factors are not so easily addressed at the school level and will require serious changes at the State and Federal levels to negate the influence of

The more money and well-off a family is, generally the better education their children will have. This is due to the fact that tutors, extra programs, summer camps, private schooling, etc. are expensive and only available to those who can afford it. This illustrates that this nation does not have an even playing field of opportunities for students. (“Class in America-2006” pg. 155, Gregory Mantsios)

Even when children have a stable home there are other family life factors that can affect their progress at school. Child neglect, drugs, alcohol, gangs, violence, and hunger can all have a significant impact on how children learn both at school and at home. A child’s first educational experience should be at home, however with increasing use of drugs and alcohol, and sometimes unintentional neglect from not being able to afford quality daycare means that some children entering the classroom are woefully unprepared.

The Department of Education and Training and TISC have produced research that has indicated that children from low socio economic areas on average have far fewer students that enter university. The reason for this is that these parents have no previous experience with higher education and often don’t value this education in the same way parents from affluent areas do, hence the children do not have the role models to follow. Many of these families also do not have the finances to access school of choice and provide resources within the home that may enhance their development. Many of these parents also lack their own educational knowledge that allows them an understanding of how a child’s development processes. A simple example of this may be the fact that these parents may not understand the value of early intervention with developmental processes such as reading (How Kids Develop, 2008) i.e. simply reading to them each night.