Effects of InCome On ChildrenEssay Preview: Effects of InCome On ChildrenReport this essayThe effect of a familys income on an elementary school childs educational achievement has been controversial for many years. Researchers have argued the correlation between the variables, increasing the need for further testing in recent years. While studies are still ongoing, the new research has shown that there is in fact a significant link between economic disadvantage and an elementary childs educational achievement.
Past research has argued that a familys income could not play a sole factor in a childs academic outcome. The research attributed the academic outcome to a variation of important life outcomes such as employment, income, health, longevity, and civic participation. Studies have shown that students in less affluent families tend to be exposed to a greater degree of socioeconomic and environmental risks that result in lower grades and a greater number of absences. They showed that it is not only income or family affluence, but a number of other socioeconomic factors as well that contribute to a childs educational trajectory. For instance, one study that “conceptualized SES in terms of neither income nor parental occupation, but rather education-related possessions and participation in social-cultural activities, sustained the link between high SES and more positive educational outcomes.” In addition, researchers speculated that adolescents who experience persistent financial hardship throughout their childhood might be more at risk of poor academic performance by virtue of their limited exposure to environmental stimulation (i.e. books, cultural, scientific, and verbal activities).
In more recent studies, researchers have provided several explanations for why family income affects child development. First, poverty is associated with increased levels of parental stress, depressions, and poor health-conditions which might adversely affect parents ability to nurture their children. In one study, “low income parents reported a higher level of frustration and aggravation with their children, and these children are more likely to have poor verbal development and exhibit higher levels of distractibility and hostility in the classroom.”
In a study conducted by the California Education Committee they showed that children from low-income families “attain less education in elementary school than children from advantaged families.” That in fact family income has a profound influence on the educational opportunities available to adolescents and on their chances of educational success. Further studies showed that due to “residential stratification and segregation” , low-income students attend schools with lower funding levels, which result in reduced availability of text books and other instructional materials, laboratory equipment, library books, and other educational resources; low level curriculum; and less-qualified teachers and administrators.
The authors of the article use a simple-to-follow method to improve children’s reading comprehension in preschools and advanced years. The researchers, from the California Education Committee, followed four different types of preschools, providing a standardized reading and writing practice for each child.
Children aged 6-16 were included as part of the study, with the majority of the children receiving one or more hours per week of tutoring.
In addition, 517 children in the study received tutors throughout their early childhood. In 12 of those groups, children scored higher at reading, math, or science courses than the rest.
In contrast to their study in comparison to previous studies on this subject, they found that at kindergarten through eighth grade, children have a significantly higher reading ability than the previous three years, with a median level of reading of 9.5% (p = .001) for kindergarten through eighth grade.
A similar pattern is seen when comparing the differences in reading ability of children aged 7+ and 8+ years between the five grades.
The authors reported that in 12 of those groups, children scored greater than the median reading ability for the first, fourth, and fifth years, but not for any type of college.
They emphasized with greater importance their earlier research findings in improving the reading habits of teens and low-income children.
{“Income vs. education” vs. “How many children do you think are poor?”, “The differences versus the similarities, the children vs. the young-adult literature”, “How to get an audience of a wide net: Schooling at the edge of the food chain”, “How kids will learn reading”, “The effect of teacher experience on children’s achievement”, “The effects of school environment on educational outcomes”, “High school reading in middle-class families”, “Reading by color”; “Who has the most trouble reading?”, “Children reading well in the first year”}
{“Does not compare to our findings of other, similar research.”}:
{“Children from low-income families “attain nearly twice as much schooling as children from advantaged families.”}” :
{“Child-rearing outcomes of low-income kids” vs. “child-rearing outcomes of high-income kids”, “Children from low-income families & #7211;attain less reading as adults „
The authors say, that, while early research on reading can help parents, there is little evidence that any of those methods are effective. The results of previous “high school reading research” indicate that the majority of kids who complete their school year at kindergarten by age 10 still have some problems writing, reading and writing.
{“What parents want.”}
The authors of the article use a simple-to-follow method to improve children’s reading comprehension in preschools and advanced years. The researchers, from the California Education Committee, followed four different types of preschools, providing a standardized reading and writing practice for each child.
Children aged 6-16 were included as part of the study, with the majority of the children receiving one or more hours per week of tutoring.
In addition, 517 children in the study received tutors throughout their early childhood. In 12 of those groups, children scored higher at reading, math, or science courses than the rest.
In contrast to their study in comparison to previous studies on this subject, they found that at kindergarten through eighth grade, children have a significantly higher reading ability than the previous three years, with a median level of reading of 9.5% (p = .001) for kindergarten through eighth grade.
A similar pattern is seen when comparing the differences in reading ability of children aged 7+ and 8+ years between the five grades.
The authors reported that in 12 of those groups, children scored greater than the median reading ability for the first, fourth, and fifth years, but not for any type of college.
They emphasized with greater importance their earlier research findings in improving the reading habits of teens and low-income children.
{“Income vs. education” vs. “How many children do you think are poor?”, “The differences versus the similarities, the children vs. the young-adult literature”, “How to get an audience of a wide net: Schooling at the edge of the food chain”, “How kids will learn reading”, “The effect of teacher experience on children’s achievement”, “The effects of school environment on educational outcomes”, “High school reading in middle-class families”, “Reading by color”; “Who has the most trouble reading?”, “Children reading well in the first year”}
{“Does not compare to our findings of other, similar research.”}:
{“Children from low-income families “attain nearly twice as much schooling as children from advantaged families.”}” :
{“Child-rearing outcomes of low-income kids” vs. “child-rearing outcomes of high-income kids”, “Children from low-income families & #7211;attain less reading as adults „
The authors say, that, while early research on reading can help parents, there is little evidence that any of those methods are effective. The results of previous “high school reading research” indicate that the majority of kids who complete their school year at kindergarten by age 10 still have some problems writing, reading and writing.
{“What parents want.”}
Low income adolescents have reduced achievement motivation and much higher risk at educational failure. Compared with more “affluent counterparts” , low-income adolescents receive lower grades, earn lower scores on standardized tests, and are much more likely to drop out of high school. This affects the child because the familys income influences the support and interest in education which, in turn, influences the childs interest in school and willingness to study hard. This is shown to be a major problem in the United States.
It has also been well-established in research literature that “the strongest single predictor of educational achievement and academic outcomes is the socio-economic status of the students family.” Parental social class has also been reported as strongly associated with educational attainment such that those whose parents are socioculturally and economically advantaged experience greater success at school and thus greater occupational opportunity. Moreover, there exists wide variation in levels of disadvantage between schools, and those schools with a higher number of disadvantaged families achieve lower testing scores than schools where a small proportion of their pupils come from disadvantaged homes.
It is critical to note that the effects on children of socioeconomic disadvantage are not only significant at the same time as with those conditions of poverty, but in the future as well. Due to the fact that many of these children fail to acquire the early basic skills needed for future academic success, they often fall further and further behind in terms of achievement. In other words, the academic trajectory of the student is impacted in a cumulative fashion.
An experiment that was conducted on, “The Impact of Family Income on Child Achievement” by the Institute for Research on Poverty, was able to show that “income has significant effects on a childs math and reading test scores” . The research suggested that family economic conditions matter because they enhance the material and social resources available to children and may improve family psychological processes. This appears to be far more important in early childhood because of shaping ability and achievement than it is in later years.
Family income matters for childrens development. A large and expanding body of research documents the associations between too few financial resources and a host of negative results for children. Low family income can impede childrens cognitive development and their ability to learn. It can contribute to behavioral, social, and emotional problems. And it can contribute to poor child health as well.
The children that are at the greatest risk are those