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Within the educational community, educators play a major role in improving student performance.
But educators cannot do it all. Policy-makers, communities, families, and the students themselves must take an active role in removing the barriers to high student academic achievement.
Studies have not established the degree to which actions taken by schools (increased instructional time, tutors, highly experienced teachers) can narrow the gap to childhood poverty (Rothstein, 2008; Barton 2004).
Staff at high poverty schools should improve communications with disadvantaged parents by helping them create a home environment conducive to learning.
Parental involvement is largely related to income. In a national survey, 59% of American parents above the poverty line were involved in 3 or more school activities on a regular basis as opposed to 36% of parents below the poverty line (U.S. Dept. of Health & Human Services, 1999).
Low income parents tend to volunteer less, attend school functions less frequently, and are less attentive to homework assignments.
Preschool programs are one of the most important investments school systems can make in the academic achievement of children.
Children who attend preschool demonstrate a higher level of social skills and academic achievement.
Holod and Brooks-Gunn (2009) compared disadvantaged preschool children to those who did not attend preschool. Those that attended preschool scored higher in reading and math upon entering kindergarten.
http://www.eric.ed.gov/?=academic+achievement+gap+poverty&ft=on&id=ED544709
http://www.eric.ed.gov/?=academic+achievement+gap&ft=&id=ED530121
Research has shown a narrowing of the gap between black-white and Hispanic-white population in the last decade. Male-female gaps appear to have remained unchanged.
Poverty is the leading contributor to the academic achievement of a student.
No one policy or teaching practice is going to increase or decrease student achievement. It needs to be an on-going evaluation by each school system to determine the needs of the students. High quality instruction, strong leadership, and community and parental involvement are just a few contributing factors that can help our children achieve success.
YES!
Income level is one of the most powerful predictors of student academic achievement. Children living in poverty poses a serious problem in the public education system. These children generally perform at a lower level than their more advantaged peers.
The American Association of School Administrators (2008) stated: "The most prevalent and persistent gaps in student achievement are a result of the effects of poverty."