Wait a second!
More handpicked essays just for you.
More handpicked essays just for you.
Socioeconomic status and academic achievement
How do low socioeconomics affect academic performance
Socioeconomic status and academic achievement
Don’t take our word for it - see why 10 million students trust us with their essay needs.
Recommended: Socioeconomic status and academic achievement
Introduction This Field-Based Literacy Professional Investigation will examine how low socio-economic status (SES) influences students’ reading performance and how low SES students can succeed with the increased demands of the Common Core State Standards (CCSS). This topic chosen was influenced by an interview I conducted with a reading specialist. I met with a reading specialist at Armor Elementary School (Hamburg School District) to learn more about the current key issues in education. During the interview, she noted that students of low SES have typically always struggled with reading. This is a trend that she has consistently noticed throughout her career. Students of low SES are now not only challenged with reading, but with the increased demands of the CCSS. Therefore, this topic is very relevant to the curriculum changes transpiring in education. The reading specialist I interviewed, felt that struggling readers are now falling even further behind because of the increased rigor of the CCSS. This topic is not only relevant to the current changes in education, but to my future teaching as well. Despite the area I teach in, I am mindful of the fact that low socioeconomic status is likely going to impact some of my future students. This investigation studies why low SES has such a significant influence on students’ academic performance and what teachers can do to help these students. Literature Review This review will address how low SES influences students’ reading performance and how low SES students can succeed with the increased demands of the CCSS. The American Psychological Association defines Socioeconomic Status or SES as “a combination of education, income, and occupation” (Education)... ... middle of paper ... ...re standards [PowerPoint slides]. Retrieved from http://www.google.com/url?sa=t&rct=j&q=&esrc=s&frm=1&source=web&cd=1&ved=0CC 4QFjAA&url=http%3A%2F%2Fwww.lake.k12.fl.us%2Fcms%2Flib05%2FFL01000799%2 FCentricity%2FDomain%2F49%2FWorking%2520with%2520low%2520SES.pptx&ei=yl OKUv--Jcf94APAzIFo&usg=AFQjCNFumWLut0qNpQjo-TPdBFdrbcJtAA&sig2=Ie804- MwWNFcemOXmulEiQ&bvm=bv.56643336,d.dmg on November 13, 2013. New York State Education Department. (2011-2012).The New York State Report Card [Data File]. Retrieved from https://reportcards.nysed.gov/files/2011-12/RC-2012- 141601060001.pdf on November 13, 2013. Walker-Dalhouse, D. & Risko, V.J. (2008). Homelessness, poverty, and children’s literacy development. The Reading Teacher, 62(1), 84-86. Retrieved from http://onlinelibrary.wiley.com/doi/10.1598/RT.62.1.11/abstract on November 13, 2013.
Finding a definition of literacy is not as easy as it sounds. The Webster definition says that to be literate is to be” able to read and write.” But to some researchers, this definition is too simplistic, leading to multiple models of literacy. Most Americans adhere to the autonomous model, which falls closest to the standard, dictionary definition. Believers in this form say that literacy is a cognitive activity that students learn like any other basic skill. It has a set of proficiencies that one must master in order to be capable of decoding and encoding text (Alvermann, 2009; SIL International, 1999). A competing theory is the ideological model, which claims literacy is intrinsically linked to culture, and therefore what constitutes a “literate” individual is ever-changing. Society is the largest influence on literacy, according to this thought, and it is affected by politics, religion, philosophy and more (Alvermann, 2009; SIL International, 1999). These two are just the tip of the iceberg. For example, some studies recognize “literacy as competence,” which is a “measure of competence to do a given task or work in a given field,” (SIL International, 1999) such as being computer literate. Although more researchers are recognizing and exploring multiple literacies, the one that most influences American schools is the autonomous, cognitive model – the ability to read and write. For many, it seems a simple task, but millions of adolescents are struggling or reluctant readers, and there are many reasons why young readers have difficulty with reading. XXXXXX------NEED HELP WITH THESIS STATEMENT HERE PLEASE—(This paper will focus on the effects of low reading skills, some of the possible causes of reluctant and struggling readership...
In the state of South Carolina, public school students are educated on a lower level than they are striving to complete. They are taught on the expectation of acquiring only a minimally adequate education, which only requires the rudimentary knowledge of the primary subjects. With expectations set beneath the level students should be learning, they are being hindered from seeing and reaching their full potential and lose sight of the dreams they have for their futures. Often these students become trapped in their social and cultural capitals due to these low expectations. Minimally adequate education provides the foundation for a lower quality of life and if left unchanged will create larger social and cultural dilemmas. The concept of minimally adequate education in South Carolina’s educational system must be changed in order to better the lives of the students and to prevent the hindering of our students by continuing to “norm” them to low expectations.
In order to understand the educational gap, it is first important to understand the effects of poverty on students of lower socio-economic backgrounds. A significant part of the education function is socioeconomic background of a student. Studies show that 30-50% of behavior is genetic and 50-70% is explained by one’s environment (ASCD). If behaviors are a predominant result of environmental factors then it is important to see the difference between the environment of low SES students and that of affluent students. Many factors must be accounted for when looking at behavior. Lower SES students face daily overwhelming challenges that are different from affluent students. There are four risk factors in particular that affect children in poverty and those are: emotional and social challenges; acute and chronic stressors; cognitive lags; and health and safety issues.
The authors describe the differences between relative and absolute poverty and how poverty correlates with education. When thinking of education and poverty, educators need to consider that not all students will have access to the technology that you would like them to. While this is true, poverty can be more than economical. It also includes, poor nutrition and health, poor home conditions, unstable home life, and prejudices. A lack of education can lead to this poverty, and a student’s parents’ views on education can affect how their child values theirs. Poverty can also lead gifted students to not reach their full potential, for impoverished students do not always have the same opportunities as their peers. Less poverty, often times,
“Literacy—the ability to access, evaluate, and integrate information from a wide range of textual sources—is a prerequisite not only for individual educational success but for upward mobility both socially and economically,” states Sean Reardon (18). Literacy plays a significant role in civilized society. As Reardon mentioned, literacy is an important part of social and economic progression; therefore, it is unsurprising that thousands of dollars are poured into the education system each year to ensure that students can be considered literate. Reardon continues on to claim, “by third grade virtually all students can “read” in the procedural sense—they can sound out words and recognize simple words in context” (20). However,
Literacy, or the capability to comprehend, translate, utilize, make, process, assess, and speak information connected with fluctuating settings and displayed in differing organizations, assumes an essential part in molding a young's persons trajectory in life. The ability to read speaks to a key factor of scholarly, social, and financial success (Snow, Burns, & Griffin, 1998). These abilities likewise speak to a fundamental segment to having a satisfying life and turning into an effective worker and overall person (Snow, Burns, & Griffin, 1999). Interestingly, recent studies have demonstrated that low reading skills lead to critical hindrances in monetary and social achievement. As stated by the National Center for Education Statistics, adults with lower levels of reading skills and literacy have a lower average salary. Another study evaluated that 17 to 18 percent of adults with "below average" literacy aptitudes earned less than $300 a week, though just 3 to 6 percent of adults with "proficient" reading abilities earned less than $300 a week (Snow, Burns, & Griffin, 1998).
The causes of reading difficulties often arise because of learning disabilities such as dyslexia, poor preparation before entering school, no value for literacy, low school attendance, insufficient reading instruction, and/or even the way students were taught to read in the early grades. The struggles that students “encounter in school can be seen as socially constructed-by the ways in which schools are organized and scheduled, by assumptions that are made about home life and school abilities, by a curriculum that is often devoid of connections to students’ lives, and by text that may be too difficult for students to read” (Hinchman, and Sheridan-Thomas166). Whatever the reason for the existence of the reading problem initially, by “the time a [student] is in the intermediate grades, there is good evidence that he will show continued reading g...
Tests measuring students’ achievement demonstrate that particular groups of students score far below students of other groups. Records indicate that the discrepancy in the academic dominance of certain groups over other groups is strongly associated with socio-economic status, with lower achieving students typically hailing from increased poverty-stricken backgrounds. While poverty is exclusive to no one particular ethnicity, it exists in disproportionately high rates among Hispanic and Black communities and their students. The root of this gap in educational achievement has been shown to be multi-faceted, with origins undoubtedly dating back centuries (EdSource, 2003).
At least 40 million American adults need stronger literacy skills to take advantage of more lifelong learning opportunities (Knowles 12). Low literacy limits life chances, regardless of how it is defined or measured. According to The Random House Dictionary literacy is defined as “the quality or state of being literate, esp. the ability to read and write.” Another breakdown of the word, from the same source is “possession of education.” Basic skills and literacy abilities are widely viewed as necessities for lifelong learning and the development of success among individuals, families, communities, and even nations. Better knowledge about literacy is an essential condition for improving it. Helping children improve their literacy skills can help them develop the capacity for lifelong learning, keep pace with changing educational expectations and rapid technological change, and achieve their life goals. Today in society there are many adults with poor literacy skills who lack the foundation they need to find and keep decent jobs, to support their children’s education and help them mold a literate future. I have taken one small step towards this problem by tutoring at two schools. The more time people put towards helping the youth of America is the more literate our population can become. Every small action can help, even if it is just tutoring at local middle and junior high schools.
Castell, Suzanne De, et al., eds. Literacy, Society, and Schooling. New York: Press Syndicate, 1986.
Michael Oher was from an all-black neighborhood located in the third poorest zip code in the country. By the time he was a sophomore, he’d been to 11 different schools, he couldn’t read or write, and he had a GPA of 0.6. In his first-grade year alone, he missed 41 days of school and ended up repeating both the first and the second grade; he didn’t even go to the third grade. Oher was one of the thousands of children that have been identified as having four or more of the at-risk factors mentioned by the National Center of Education and Statistics (NCES). According to the NCES, poverty and race are high on the list of things that negatively affect students’ ability to succeed at school. Other risk factors include changing schools multiple times and being held back from one or more grades. Oher’s biography, The Blind Side by Michael Lewis, proves how socioeconomic status impacts a child’s academic success because placed in perspective, education is not as important as the hardships of reality.
The lower class student’s major issue with learning in class is a shortage of confidence based on real or apparent weakness in the home environment. These students often feel undesirable. They are very aware of the class in which they come from and of the place and position people classify them under, they often feel the urge to hide their background. Students that are categorized in this particular class frequently come to school with a lower level of academic skills and involvedness than their peers that are categorized in the midd...
Although there are many programs in place with missions that include an aim to raise the rate of literacy in America, the number of effective programs is relatively slim. There are various challenges to educational and literacy development. In low-income communities the most prevalent obstacles to combating illiteracy are “the negative image on part of the educated and gainfully employed towards low-income communities” (Wadden & Fagan, n.d.). This creates a lack of understanding of the community which stems from baggage from school experiences, limited funds, single parent responsibilities, and a lack of identity with the more privileged community.
In line with the National Institute for Literacy (2007), adolescent 's today will read and write more than any other time in human history. This substantial increase in reading and writing clearly suggests the need for literacy across the board and not just select subjects. Being that the CCSS is designed for use with all subject areas, it is a forgone conclusion that teachers should incorporate the CCSS within their
It can be argued that the academic performance of children has nothing to do with their socioeconomic status, because there have been many cases of children from very poor families who have excelled greatly in academics (APA, 2017). Furthermore, many predominantly high-end schools have posted poor results when compared to school with poorer backgrounds. This is despite the fact children from lower socioeconomic classes do not have access to the best forms of learning materials. The high performance of children from poor backgrounds is often attributed to the fact that they are not preoccupied with many activities which would otherwise hinder them from concentrating on their studies (Sacerdote, 2002). Therefore, some believe it is false to say that poor performance is associated with children who come from low socioeconomic classes. Rather, they believe academic achievement is genetic (Sacerdote, 2002).