There is overwhelming evidence depicting the correlation between the socioeconomic background of students and their academic merit. Yet, policymakers continue to overlook the issue. Helen F. Ladd, a professor at Duke U., addresses in her article, “Education and Poverty: Confronting the Evidence”, how poverty adversely affects student learning.
Former policies created to raise educational standards have not targeted the economic disadvantage many students are facing. Former President, George W. Bush’s policy, No Child Left Behind focused on raising the academic achievement bar, and ensuring that all schools push to reach that level. But what about students who live in poverty? Policies such as this do not directly address the academic achievement gap between disadvantaged and advantaged families.
Research by Sean F. Reardon of Stanford University outlines the disparate achievement gap. The results can also be seen on an international scale. The Program for International Student Assessment Results conducted reading tests in 2009, which indicated that, many 15-year-old students with lower economic and social status had far lower test scores than their more advantaged counterparts within every country.
Instead of tackling the issue of poverty in the United States, Ladd advocates ideas of policymakers creating and providing disadvantaged students with social support, enrichment services, and allowing them further access to good schools – schools that are known for their quality of principals, teachers, internal policies, and practices. This will directly assist disadvantaged students attain higher academic standards, and it will help abolish the disparity in educational standards.
More information can be found here.
Former policies created to raise educational standards have not targeted the economic disadvantage many students are facing. Former President, George W. Bush’s policy, No Child Left Behind focused on raising the academic achievement bar, and ensuring that all schools push to reach that level. But what about students who live in poverty? Policies such as this do not directly address the academic achievement gap between disadvantaged and advantaged families.
Research by Sean F. Reardon of Stanford University outlines the disparate achievement gap. The results can also be seen on an international scale. The Program for International Student Assessment Results conducted reading tests in 2009, which indicated that, many 15-year-old students with lower economic and social status had far lower test scores than their more advantaged counterparts within every country.
Instead of tackling the issue of poverty in the United States, Ladd advocates ideas of policymakers creating and providing disadvantaged students with social support, enrichment services, and allowing them further access to good schools – schools that are known for their quality of principals, teachers, internal policies, and practices. This will directly assist disadvantaged students attain higher academic standards, and it will help abolish the disparity in educational standards.
More information can be found here.
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