2
Student Achievement Gap 1
Student Achievement Gap based on Social Economic Status
Charles Poole
School of Education, Liberty University
Author Note
Charles Poole
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Charles Poole
Email: [email protected]
Student Achievement Gap based on Social Economic Status
I: School Reflect IQ
We have come to erroneously believe that academic achievement is a crucial reflection of a child’s IQ. This is because those examinations are done, including the internationally accredited ones such as SATs, tend to illustrate the child's ability to solve presented issues. Higher performance is therefore taken to mean that the respective children have high IQs whereas below average, as well as poor performance, is considered to suggest that the children have lower IQs. It is regrettable that a significant percentage of top examination scorers come from well to do families and therefore said to have better IQs. In contrast, average and below-average scorers come from lower economic cadres. However, taking IQ tests done, the same groups would provide different results as they would be distributed in a very different way as opposed to how students got ranked in classroom examinations results sheets.
This belief ignores that IQ is usually fixed and develops at its own pace and that the school has little impact on it. On the contrary, it is the IQ that affects children's schooling capabilities and not vice versa. For instance, a 1932 research on IQ for over 80,000 Scottish children became an eye-opener when it was repeated on 500 of them who were still alive six decades later (Scott, 2011). The results indicated that those on top of the test in 1932 remained on top of their colleagues. At the same time, those at the bottom remained there. The only difference experienced in the repeated study was the decline in scores on some participants, which was explained by old age complications such as dementia. This concludes that whereas IQ may change over time, the gap between people's scores is more likely to remain constant, where those with higher scores retain their lead against the others and vice versa.
There are many ways, other than academics, that IQ levels become visible and used by children. For instance, a significant number of students whose class performance is wanting but excel in other areas such as sports and other extracurricular activities. Many schools do not care to measure how well the students are doing in these equally essential activities are therefore left with only one measure, that of academics. Such students whose efforts in other areas fail to get incorporated into grades may further become demoralized in academics, which also hurt traditional performance measures. However, this occurrence does not change their IQ scores whatsoever despite being regarded as deficient in academics.
II. Parental Income Prepares Children for School
The amount of parental income has been used to explain that the respective children are more ready for schooling for various reasons. For instance, children of the rich are said to have been exposed to education through home activities. The child's thinking capacity is further supposed to be well developed to the point of being able to undertake academic activities with minimal teacher supervision. They are also said to be already prepared in the understanding of schooling and what it involves. On the other hand, the theory has held that children from lower economic cadres are not ready for an education in terms of several factors. For instance, they tend to have poorly developed vocabulary. This means they start schooling at a lower level because while their affluent counterparts kick the academic ball running once they enroll, the poor have to begin learning vocabularies. Unfortunately, not all teachers are patient enough to help those at the bottom of the class and concentrate on the high achievers. This fact leaves poor students far behind and, consequently, poor performance when an assessment is done. This theory's long-term impact is that the pre-school conditions in terms of socioeconomic status become life-determining as lower academic achievement means a lack of access to higher-paying academic courses and subsequent careers (Behizadifar et al, 2016). It is indeed regrettable that this is how society is the world over because employers tend to look for grades that were attained in schooling before offering job opportunities. Indeed, it is common to see in job advertisements that applicant must have reached a particular grade overall or in specific courses. Of course, the higher scorers, most of who come from well to do families, end up getting the said jobs as their colleagues from low-income families wallow.
Unfortunately, the theory is erroneous since governments at all levels, including local, state and nationally, have continued to invest billions of dollars to make education more accessible to all and even ensure that quality has been leveled across the board. This has been the trend internationally in foreign countries, education systems and international organizations and non-profits have continued to campaign for more investment in deprived areas to ensure equity in education access. However, the minimal progress that has so far been achieved leads to the conclusion that access to money does not help narrow the gap between the two groups separated by socioeconomic status. Therefore, cash, whether in parents' pockets or government coffers, does not play a significant role in determining the ability to achieve higher academic scores. There exist other higher contributing factors that, if addressed, could level the field between the two groups.
III. Parental Income Means More Parental Support
This theory holds that wealthy parents have more time to direct their children's education and school activities and contribute to better performance. On the other hand, states the theory, poor parents spend most of their time looking for work or workings several jobs. Therefore, they do not contribute as they should to their children's academics and school-related activities. Those holding these thoughts have further concluded that the theory explains why better school attendance for wealthy parents' children and poor attendance to the others. However, it is not always true that having money means that parents have enough time for their children's academics. There are instances where these parents become even busier to be available at dinner tables, let alone during homework assignments. Others even only afford to be at home only on weekends, a time so limited to catch up with children's academic progression.
Furthermore, the theory fails to explain why middle-class children do not perform as well as their higher-class counterparts. This is despite the fact that even the middle-class shows a significant commitment to their children's academic undertakings. Further, this group tends to move into the neighborhood with better schools for their children to benefit. Employing the services of tutors for remedial tuition is also commonplace for these middle-class families. This understanding leaves more questions than answers regarding this theory. One of the issues is whether parenting gets better with an increase in income. Had the approach been correct, we would have seen instances where children whose parents successfully move from lower economic status into the middle class and eventually to high net worth improve their academic performance concurrently. Unfortunately, performance remains constant regardless of the change in parents' financial fortunes, which further debunks the theory that parents' income means more involvement in children's schooling and boost performance.
IV. Income Signals Child Health and Resilience
Upper-class money has been said to grant respective children better health and, therefore, help to enhance class concentration, and they hardly miss school because of health issues. Besides, these children have been reported to be resilient in handling challenges that come with schooling since they are academically prepared from the early stages of their lives. According to the theory, children easily overcome stress related to school academics and activities instead of their poorer classmates. It is further argued that children of the rich have various ways to release their stress and come back to school refreshed and ready to face their academic challenges while renewed. On the other hand, children from low-income families lack ample space and avenues to relieve their stress and therefore spill over into academics.
However, one fails to understand the reason why there are so many students from upper-class families that still struggle academically. There are instances where these students are at the bottom of their respective classes throughout their education. This is despite many interventions undertaken by parents to help boost performance. Some are even unable to cope with school challenges to show interest in doing away with education altogether.
Contrary to beliefs peddled through this theory, urban schools that rich kids attend are nothing but extremely dreadful, annoying, and academic morale killer. The decades and even some centuries-old infrastructure that has rarely been modernized make schooling in the areas a tedious exercise. Therefore, it is not that wealthy parents' children have better health or resilience that results in better academic performance, as the theory explains.
V. Poor Children Attend Inferior Schools
This theory holds that most schools attended by poor children are of poor quality compared with those accompanied by their affluent counterparts. There are significant errors in such an explanation. First, it is assumed that a city or school district has a mechanism where all the children from emerging countries attend a specific school and richer ones the other. This is not the case as children in schools are mixed as they come from every socioeconomic group within the respective school's catchment area. Quality of schools in such economically mixed neighborhoods, which is common, therefore should not occur while explaining how why performance differences between the haves and have-nots occur.
Another form of the argument from this theory adherents that schools in poor communities are poorly funded, whereas those from affluent neighborhoods are supported exceptionally well. While it is arguable that such an occurrence takes place in some instances, there has been no research evidence or even statistics to cement this assertion that it takes place overall categorically. Instead, these conclusions are usually politically expressed to justice injustice in society or skewing policies and political decisions. Further, the substantial financial investments and undertaken to improve learning conditions do not seem to have earned desired fruits. The federal government has been at the forefront of providing grants for this undertaking, but nothing much could be said regarding ensuring results. One can argue that there are instances or locations where more money has been spent on the so-called poor schools compared to their more prosperous areas, and the intended results have not been realized.
VI. Good Schools Don’t Add Much Value
The opponents of the theory argue that the so-called good schools attended by the rich's children do not add much value as it is being claimed. Instead, the so-called bad schools in poor neighborhoods add more value to their students attending them. This develops from an understanding that poor students are said to begin schools with little knowledge. Or what is taught therein. Their more affluent counterparts are therefore said to know so much more such that school contribution is marginal. Also, it is argued that more affluent kids are more willing to attend and follow academic procedures in the so-called school because that had long been the precedence in their respective families.
On the other hand, it is said that the constant poverty cycle in poor neighborhoods means that children lack proper academic achievement precedence and therefore lead to a decline in interest to do well in school. Nothing could be further from the truth as the theory ignores the reality on the ground. There are many instances where children from low-income families encourage themselves to break from the said poverty trap. Similarly, there are many children from more affluent families. They do not see the vitality of working hard in education because they already have all the best things in life through respective wealthy parents. Working hard in school is usually a personal choice, especially to those who have attained puberty age and above. There are even instances where even younger children are determined to do their best regardless of present economical status in a respective family.
VII. School is Dysfunctional
This theory holds that school, primarily how it gets conducted, is entirely dysfunctional and has historically resisted change. The theory argues that successful education has only been found in schools that have gone against the traditional approach. Therefore, discontinuation of the current method of instructions does not improve the condition for both ends of the socioeconomic spectrum. In such an understanding, children from poor economic backgrounds suffer more because of the supposed lack of schooling exposure. Their wealthier counterparts suffer less since there exists some continued level of schooling exposure in respective homes.
Current schools and education system shave fared severely because they have concentrated more on academic grade progression, coverage of content, developed many centuries and had not undergone any change since then. There has been little in character and talent development, both vital for child growth and preparation for life after schooling afterward. Therefore, lack of proper direction from schools has resulted in a situation where peer pressure has become so strong and the primary determinant of values held by these children regardless of their socioeconomic status. The problem with this theory is that there is no proper school, even the ones society sees as producing crème de la crème of students. It is not correct to ascertain that such institutions do not add value to children's academic, moral and overall well-being.
Some of the education reform policies such as the recent No Child Left Behind (NCLB), have complicated matters instead of bringing lasting solutions (Thomas & Brian, 2011). This policy had so much emphasis on test scores, which sadly, has become the basis of education. Instead of overall improvement and development of the whole person and preparing them for their tomorrow. Unfortunately, the same would continue because the society has let politicians develop and aggressively push for such policies that destroying the little faith society has on its education sector.
Conclusion
Analysis of the above seven theories concludes that all the information and data that we have been relying on to understand the impact of socioeconomic status on academic well-being have been wrong and have led to inaccurate policies. Unfortunately, these data and information have come to be regarded as truth and irrefutable academically or otherwise. Therefore, it is high time that society starts looking wider into the issue with open-mindedness and only then would proper remedies mechanisms be developed and successfully implemented. Unfortunately, socioeconomic status is often mentioned because of its high impact politically. Politicians want to be seen to be putting the interests of the poor at heart and therefore provide statements regarding how addressing socioeconomic issues would automatically eliminate the gap between the poor and the rich academically.
Similarly, bureaucrats at the local level likewise want to look empathetic and therefore sprinkle some education budget in poor schools without proper consideration on all the crucial areas needed to be fixed for children in these areas have a wholesome education. Extensive research needs to be undertaken to investigate other determinants of academic performance for children from all walks of life without looking into their socioeconomic status. This would indeed help develop solutions to a highly misunderstood topic that has historically been addressed using erroneous information that has exacerbated the problem further.
References
Acharya, A. S., Prakash, A., Saxena, P., & Nigam, A. (2013). Sampling: Why and how of it.
Indian Journal of Medical Specialties, 4(2), 330-333.
Behzadifar, M., Behzadifar, M., Abdi, S., Arabsalmani, M., Saroukhani, M., & Sayehmiri, K. (2016). The Role of Socioeconomic Status on Health-Related Quality of Life. Journal of Clinical and Diagnostic Research: JCDR, 10(7), LC10-3.
Bolderston, A. (2008). Writing an effective literature review. Journal of Medical Imaging and
Radiation Sciences, 39(2), 86-92.
Curtis, E. A., Comiskey, C., & Dempsey, O. (2016). Importance and use of correlational
research. Nurse researcher, 23(6).
Gregor, S., & Hevner, A. R. (2013). Positioning and presenting design science research for
maximum impact. MIS quarterly, 337-355.
Krosnick, J. A. (2018). Questionnaire design. In The Palgrave Handbook of Survey Research
(pp. 439-455). Palgrave Macmillan, Cham.
Lee, V. E., & Burkam, D. T. (2002). Inequality at the starting gate: Social background
differences in achievement as children begin school. Economic Policy Institute, 1660 L Street, NW, Suite 1200, Washington, DC 20036.
Mirowsky, J. (2017). Education, social status, and health. Routledge.
Pavelek, L. (2013). Approaches for selecting the correct research strategy. In Proceedings in
Scientific Conference (No. 1).
Scott, B. (2011). Intelligence Is Still Not Fixed at Birth. Available At: https://www.psychologytoday.com/us/blog/beautiful-minds/201110/intelligence-is-still-not-fixed-birth
Thomas S. & Brian, J. (2011). The impact of No Child Left Behind on student achievement. Journal of Policy Analysis and Management, Vol. 30 (3), 418-446.
Research Methodology Presentation
Student Achievement Gap based on Social Economic Status
Charles Poole
Liberty University
Students achievement gap based off of socioeconomic status is the area of proposed research.
1
Introduction
Social Economic Status (SES) represents economic index obtained through component analysis comprised of occupational status, parents’ level of education and family wealth and family culture at home (Mirowsky, 2017). SES has to do with income, educational attainment, financial security and social class perception at large.
Education achievement has measurement parameters such as set test achievement, completion of the years of schooling set and the school’s SEC.
Educational achievement and its relationship with socioeconomic status (SES) remains relevant in the academic research. The area has not received a conclusive agreement making it remain open for further investigations.
Schools have lost focus on the other key factors that would shift a student’s academic progress due to the assumption that SES contributes a bigger percentage on the gap yet the truth remains unearthed (Mirowsky, 2017).
SES is a reality that no one can deny. No country can claim to have achieved a balance in this area due to diversity in every factor that contribute to the variation in the social status. It should be noted that SES is a component that contributes to many differences in the lives of people which then creates and assumption that the same applies to academic achievements leading to ignorance on the other contributing factors.
2
Introduction
The reality however remains that it is ubiquitous to apply SES as a key variable in such a research.
The proposal for further research is therefore relevant due to the diversity in the conclusions made in this area.
Furthermore, there has been a misguide when it comes to governmental decisions that are aimed at improving the academic achievement in schools (Mirowsky, 2017).
Key factors such as class equipping, teachers, resources available and the students’ willingness and ability to learn have indeed been ignored (Mirowsky, 2017).
This is therefore a proposed research to address student achievement gap based on SES.
Literature Review
This area will highlight review articles that touch on SES and academic achievement as provided in different academic journals.
The findings of the articles chosen will be compared in an effort to bring out the diversity that already exists in the various conclusions reached by the researchers in this topic.
Consideration will be given to both the authors in support of the topic and those who given an opposite view point. This is key in making sure that varied perspective on the top are well represented with little bias.
The review will be focused on both the past and recent research in a period of around 30 years. The importance of this is making sure that different conclusions are obtained over the years which helps in establishing the common trend in the study (Bolderston, 2008).
Factors that are important contributors to academic achievement will also be reviewed in this area. The intension is to make sure that the study narrows down to only the key areas thus avoiding repetition on areas initially covered conclusively on the topic.
Literature review provides a discussion on the published information in the particular subject areas such as this.
4
Literature Review
Analysis done by relevant agencies such as US Department of Education (Lee & Burkam, 2002) and other relevant institution will also be included to make sure that all the necessary statistics required are obtained and presented accurately.
A critical analysis of the various literatures available on the topic will be relevant to make sure that the gaps in those studies are highlighted in order to bring out the relevance and the need for the proposed study on achievement gaps based on SES (Bolderston, 2008).
Proposed Research Design
Refers to a set of methods and procedures that will be applied in the collection and analysis of the information required in an effort to come up with relevant conclusion (Gregor & Hevner, 2013).
Correlational approach will be given to the design to make sure that the key variables i.e. students’ achievement gap and SES are clearly given focus as relevant areas in the research given (Curtis, Comiskey & Dempsey, 2016).
All the components that are key in obtaining the required information to make the study conclusive will be explored.
The strength of the relationship between SES and students’ achievement will be determined on the outcome of the analysis on the various data obtained, this is to avoid bias.
Proposed Research Design
The design applied will also be useful in opening up a further research especially in the areas that will not be explored.
The target population will be students, parents, teachers and the various stakeholders in the education sector. The input from those participating will be relevant and crucial for final decisions.
Proper use of the data and incorporation of statistics through exploration of all types of schools will be completed for credibility purposes.
Proposed Sampling Strategy
Cluster sampling method will be applied now that the target population is large, diverse and distributed.
A random sample will be taken from the various schools mapped in manner that makes sure all the institutions are well represented regardless of the level of economic empowerment, public or private (Acharya et al, 2013).
Rich and poor families will be studied through comparison of their children in the various schools to see whether the achievement gaps are indeed based on their social status.
Qualification for participation will therefore be based on the parameters such as performance, parenthood and schools.
Proposed Sampling Strategy
Snowball sampling is also suggested as a way of reducing the time requirement for the study (Acharya et al, 2013). Teachers and parents will be allowed to recommend other participants they feel can offer relevant source of data for the research.
The snowball strategy might be relevant in giving a good picture now that reaching out to certain families and schools might become challenging.
The groupings will be based on the social economic status, types of schools, location of the schools and the various categories of learners.
Samples ought to be obtained from the groups making sure that no bias is placed on any category. Sample size is to have a ratio that is proportional to the category size.
Proposed Data Gathering Methods
Questionnaires with short form questions where students, parents and teachers can fill it in is necessary. The design of the questionnaire is based on the categories represented to make sure relevance is assured (Krosnick, 2018).
Respondents will fill the questionnaire without a knowledge that the research aims to compare their social status and academic performance for students and the perception on the same for parents and teachers.
Answers to the various questions will be led in nature allowing for accuracy and detection of erroneous attempts.
Surveys will also be applied due to their ability to give us a chance for personal contact with the various stakeholders. The importance lies in getting a perception of whether the information being given is truthful or not.
Proposed Data Gathering Methods
Surveys will be applied to students mostly now that they stand a high chance giving contradictory data. Face to face interviews conducted at various institutions will facilitate proper judgment on the information provided.
Assessment on thoughts and feelings is assured through the survey in the different categories of institutions (Krosnick, 2018).
Observation of the various data available in the institutions will be key. For instance, academic reports and the abilities of students which will offer an incite on the SES and academic achievement in a more realistic nature.
Proposed Data Analysis
. The reviews provide an understanding on the areas in the topic that require further analysis to come up with relevant conclusions.
12
Analysis is to begin from the various literature reviews provided This is important now that not much research is available in this area apart from the misconception that has long been in existence.
Quantitative approach will be given to the data obtained with an aim to determine the number of parents and students whose SES has a direct bearing on the academic performance of the child.
Analysis software such as R programming and SES will be applied to make sure accuracy of the data is improved through eliminating the human errors.
The findings of the research will undergo personal analysis to make sure that the intended research is either approved or disapproved without taking any side. This is to ensure conclusions are drawn out of the research without emotional influences (Pavelek, 2013).
Proposed Data Analysis
13
Similarity on the results obtained will be a key leading point to the various discussions. This is to determine whether the results have a variation from the previous studies done.
The software used are to provide a source of analytic discussions since they are configured to give thresholds that define certain scenarios in the research (Pavelek, 2013).
The analysis will not ignore the limitations that are expected during the study. They will all be highlighted as they come up especially during data collection process.
Therefore conclusions will be drawn while having in mind the challenges faced during the study which might definitely influence the outcome expected.
Conclusion
In conclusion, the research on the student achievement gap based off of SES has a potential in clearing the errors that have been in existence due to the misconceptions developed as a result of research initially done on the topic.
Proper approach on the research by following all the necessary steps has a high probability in offering a conclusion that would develop a platform for government planning in the education sector.
References
Lee, V. E., & Burkam, D. T. (2002). Inequality at the starting gate: Social background differences in achievement as children begin school. Economic Policy Institute, 1660 L Street, NW, Suite 1200, Washington, DC 20036.
Bolderston, A. (2008). Writing an effective literature review. Journal of Medical Imaging and Radiation Sciences, 39(2), 86-92.
Gregor, S., & Hevner, A. R. (2013). Positioning and presenting design science research for maximum impact. MIS quarterly, 337-355.
Curtis, E. A., Comiskey, C., & Dempsey, O. (2016). Importance and use of correlational research. Nurse researcher, 23(6).
Acharya, A. S., Prakash, A., Saxena, P., & Nigam, A. (2013). Sampling: Why and how of it. Indian Journal of Medical Specialties, 4(2), 330-333.
Mirowsky, J. (2017). Education, social status, and health. Routledge.
Krosnick, J. A. (2018). Questionnaire design. In The Palgrave Handbook of Survey Research (pp. 439-455). Palgrave Macmillan, Cham.
Pavelek, L. (2013). Approaches for selecting the correct research strategy. In Proceedings in Scientific Conference (No. 1).
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2
SOCIOECONOMIC THEORIES 1
Student Achievement Gap based on Social Economic Status
Charles Poole
School of Education, Liberty University
Author Note
Charles Poole
I have no known conflict of interest to disclose.
Correspondence concerning this article should be addressed to Charles Poole
Email: [email protected]
Student Achievement Gap based on Social Economic Status
It has been well documented in the research literature common to understand that parents' socioeconomic status is a key determinant of their children's academic achievement at all levels of education (e.g., XXX; YYY). This has been the foundation for many governments and private programs. That level the academic field between the wealthy and the poor within school districts. Unfortunately, nothing much little has changed after decades of trying my strategies. Educators and governments have continued to make the big mistake of ignoring direct factors that affect educational attainment among students (citation). For instance, little is done regarding class sizes, level of teacher experiences, resources available and student willingness to learn. All these are direct factors that, when well addressed, could help alleviate the situation. However, parents' economic status, which is an indirect factor, has received much-unwarranted attention. Concurrent sections of this paper highlight misconceptions regarding parental income (socioeconomic status) as the determinant of academic achievement among school-going children (citation). Comment by Author: Do not use a pronoun to represent the ideas in a clause, sentence, or passage, unless there is no room for ambiguity. Comment by Author: This is a sentence fragment. Rewrite to ensure that the sentence has both a subject and verb and is a complete thought. Comment by Author: What strategies are you referring to? Comment by Author: If this is from research literature (it should be), provide a proper citation.
I: School Reflect IQ
We have come to erroneously believe that academic achievement is a crucial reflection of a child’s IQ (citation). This is because those examinations are done, including the internationally accredited ones such as SATs, tend to illustrate the child's ability to solve presented issues. Higher performance is therefore taken to mean that the respective children have high IQs whereas below average, as well as poor performance, is considered to suggest that the children have lower IQs. It is regrettable that a significant percentage of top examination scorers come from well to do families and therefore said to have better IQs (citation). In contrast, average and below-average scorers come from lower economic cadres. However, taking IQ tests done, the same groups would provide different results as they would be distributed in a very different way as opposed to how students got ranked in classroom examinations results sheets. Comment by Author: Unclear. Rewrite so that your intended meaning is more apparent to the reader.
This belief ignores that IQ is usually fixed and develops at its own pace and that the school has little impact on it. On the contrary, it is the IQ that affects children's schooling capabilities and not vice versa. For instance, a 1932 research on IQ for over 80,000 Scottish children became an eye-opener when it was repeated on 500 of them who were still alive six decades later (Scott, 2011). The results indicated that those on top of the test in 1932 remained on top of their colleagues. At the same time, those at the bottom remained there. The only difference experienced in the repeated study was the decline in scores on some participants, which was explained by old age complications such as dementia. This concludes that whereas IQ may change over time, the gap between people's scores is more likely to remain constant, where those with higher scores retain their lead against the others and vice versa. Comment by Author: What are you referring to? Focus on clarity and brevity in your writing.
There are many ways, other than academics, that IQ levels become visible and used by children (citation). For instance, a significant number of students whose class performance is wanting but excel in other areas such as sports and other extracurricular activities. Many schools do not care to measure how well the students are doing in these equally essential activities are therefore left with only one measure, that of academics (citation). Such students whose efforts in other areas fail to get incorporated into grades may further become demoralized in academics, which also hurt traditional performance measures. However, this occurrence does not change their IQ scores whatsoever despite being regarded as deficient in academics.
II. Parental Income Prepares Children for School
The amount of parental income has been used to explain that the respective children are more ready for schooling for various reasons (citation). For instance, children of the rich are said to have been exposed to education through home activities. The child's thinking capacity is further supposed to be well developed to the point of being able to undertake academic activities with minimal teacher supervision (citation). They are also said to be already prepared in the understanding of schooling and what it involves. On the other hand, the theory has held that children from lower economic cadres are not ready for an education in terms of several factors (citation). For instance, they tend to have poorly developed vocabulary. This means they start schooling at a lower level because while their affluent counterparts kick the academic ball running once they enroll, the poor have to begin learning vocabularies. Unfortunately, not all teachers are patient enough to help those at the bottom of the class and concentrate on the high achievers. This fact leaves poor students far behind and, consequently, poor performance when an assessment is done. This theory's long-term impact is that the pre-school conditions in terms of socioeconomic status become life-determining as lower academic achievement means a lack of access to higher-paying academic courses and subsequent careers (Behizadifar et al., 2016). It is indeed regrettable that this is how society is the world over because employers tend to look for grades that were attained in schooling before offering job opportunities. Indeed, it is common to see in job advertisements that applicant must have reached a particular grade overall or in specific courses (citation). Of course, the higher scorers, most of who come from well to do families, end up getting the said jobs as their colleagues from low-income families wallow. Comment by Author: Support your assertions with research literature. Comment by Author: What theory are you referring to? Comment by Author: Author name does not match with the one in your reference list.
Unfortunately, the theory is erroneous since governments at all levels, including local, state and nationally, have continued to invest billions of dollars to make education more accessible to all and even ensure that quality has been leveled across the board. This has been the trend internationally in foreign countries, education systems and international organizations and non-profits have continued to campaign for more investment in deprived areas to ensure equity in education access. However, the minimal progress that has so far been achieved leads to the conclusion that access to money does not help narrow the gap between the two groups separated by socioeconomic status (citation). Therefore, cash, whether in parents' pockets or government coffers, does not play a significant role in determining the ability to achieve higher academic scores. There exist other higher contributing factors that, if addressed, could level the field between the two groups (citation).
III. Parental Income Means More Parental Support Comment by Author: This section has zero citation. Then, where did this theme come from?
This theory holds that wealthy parents have more time to direct their children's education and school activities and contribute to better performance. On the other hand, states the theory, poor parents spend most of their time looking for work or workings several jobs. Therefore, they do not contribute as they should to their children's academics and school-related activities. Those holding these thoughts have further concluded that the theory explains why better school attendance for wealthy parents' children and poor attendance to the others. However, it is not always true that having money means that parents have enough time for their children's academics. There are instances where these parents become even busier to be available at dinner tables, let alone during homework assignments. Others even only afford to be at home only on weekends, a time so limited to catch up with children's academic progression. Comment by Author: You are keeping referring to a theory, however, it is not clear what theory you are referring to. Provide a proper citation for the theory.
Furthermore, the theory fails to explain why middle-class children do not perform as well as their higher-class counterparts. This is despite the fact that even the middle-class shows a significant commitment to their children's academic undertakings. Further, this group tends to move into the neighborhood with better schools for their children to benefit. Employing the services of tutors for remedial tuition is also commonplace for these middle-class families. This understanding leaves more questions than answers regarding this theory. One of the issues is whether parenting gets better with an increase in income. Had the approach been correct, we would have seen instances where children whose parents successfully move from lower economic status into the middle class and eventually to high net worth improve their academic performance concurrently. Unfortunately, performance remains constant regardless of the change in parents' financial fortunes, which further debunks the theory that parents' income means more involvement in children's schooling and boost performance.
IV. Income Signals Child Health and Resilience Comment by Author: There should be research literature to support this theme. Yet, there is zero citation in this section.
Upper-class money has been said to grant respective children better health and, therefore, help to enhance class concentration, and they hardly miss school because of health issues. Besides, these children have been reported to be resilient in handling challenges that come with schooling since they are academically prepared from the early stages of their lives. According to the theory, children easily overcome stress related to school academics and activities instead of their poorer classmates. It is further argued that children of the rich have various ways to release their stress and come back to school refreshed and ready to face their academic challenges while renewed. On the other hand, children from low-income families lack ample space and avenues to relieve their stress and therefore spill over into academics.
However, one fails to understand the reason why there are so many students from upper-class families that still struggle academically. There are instances where these students are at the bottom of their respective classes throughout their education. This is despite many interventions undertaken by parents to help boost performance. Some are even unable to cope with school challenges to show interest in doing away with education altogether.
Contrary to beliefs peddled through this theory, urban schools that rich kids attend are nothing but extremely dreadful, annoying, and academic morale killer. The decades and even some centuries-old infrastructure that has rarely been modernized make schooling in the areas a tedious exercise. Therefore, it is not that wealthy parents' children have better health or resilience that results in better academic performance, as the theory explains.
V. Poor Children Attend Inferior Schools Comment by Author: See my comment above regarding supporting your arguments with research literature.
This theory holds that most schools attended by poor children are of poor quality compared with those accompanied by their affluent counterparts. There are significant errors in such an explanation. First, it is assumed that a city or school district has a mechanism where all the children from emerging countries attend a specific school and richer ones the other. This is not the case as children in schools are mixed as they come from every socioeconomic group within the respective school's catchment area. Quality of schools in such economically mixed neighborhoods, which is common, therefore should not occur while explaining how why performance differences between the haves and have-nots occur.
Another form of the argument from this theory adherents that schools in poor communities are poorly funded, whereas those from affluent neighborhoods are supported exceptionally well. While it is arguable that such an occurrence takes place in some instances, there has been no research evidence or even statistics to cement this assertion that it takes place overall categorically. Instead, these conclusions are usually politically expressed to justice injustice in society or skewing policies and political decisions. Further, the substantial financial investments and undertaken to improve learning conditions do not seem to have earned desired fruits. The federal government has been at the forefront of providing grants for this undertaking, but nothing much could be said regarding ensuring results. One can argue that there are instances or locations where more money has been spent on the so-called poor schools compared to their more prosperous areas, and the intended results have not been realized.
VI. Good Schools Don’t Add Much Value Comment by Author: See my comment above regarding supporting your arguments with research literature.
The opponents of the theory argue that the so-called good schools attended by the rich's children do not add much value as it is being claimed. Instead, the so-called bad schools in poor neighborhoods add more value to their students attending them. This develops from an understanding that poor students are said to begin schools with little knowledge. Or what is taught therein. Their more affluent counterparts are therefore said to know so much more such that school contribution is marginal. Also, it is argued that more affluent kids are more willing to attend and follow academic procedures in the so-called school because that had long been the precedence in their respective families.
On the other hand, it is said that the constant poverty cycle in poor neighborhoods means that children lack proper academic achievement precedence and therefore lead to a decline in interest to do well in school. Nothing could be further from the truth as the theory ignores the reality on the ground. There are many instances where children from low-income families encourage themselves to break from the said poverty trap. Similarly, there are many children from more affluent families. They do not see the vitality of working hard in education because they already have all the best things in life through respective wealthy parents. Working hard in school is usually a personal choice, especially to those who have attained puberty age and above. There are even instances where even younger children are determined to do their best regardless of present economical status in a respective family.
VII. School is Dysfunctional Comment by Author: See my comment above regarding supporting your arguments with research literature.
This theory holds that school, primarily how it gets conducted, is entirely dysfunctional and has historically resisted change. The theory argues that successful education has only been found in schools that have gone against the traditional approach. Therefore, discontinuation of the current method of instructions does not improve the condition for both ends of the socioeconomic spectrum. In such an understanding, children from poor economic backgrounds suffer more because of the supposed lack of schooling exposure. Their wealthier counterparts suffer less since there exists some continued level of schooling exposure in respective homes.
Current schools and education system shave fared severely because they have concentrated more on academic grade progression, coverage of content, developed many centuries and had not undergone any change since then. There has been little in character and talent development, both vital for child growth and preparation for life after schooling afterward. Therefore, lack of proper direction from schools has resulted in a situation where peer pressure has become so strong and the primary determinant of values held by these children regardless of their socioeconomic status. The problem with this theory is that there is no proper school, even the ones society sees as producing crème de la crème of students. It is not correct to ascertain that such institutions do not add value to children's academic, moral and overall well-being.
Some of the education reform policies such as the recent No Child Left Behind (NCLB), have complicated matters instead of bringing lasting solutions (Thomas & Brian, 2011). This policy had so much emphasis on test scores, which sadly, has become the basis of education. Instead of overall improvement and development of the whole person and preparing them for their tomorrow. Unfortunately, the same would continue because the society has let politicians develop and aggressively push for such policies that destroying the little faith society has on its education sector.
Conclusion
Analysis of the above seven theories concludes that all the information and data that we have been relying on to understand the impact of socioeconomic status on academic well-being have been wrong and have led to inaccurate policies. Unfortunately, these data and information have come to be regarded as truth and irrefutable academically or otherwise. Therefore, it is high time that society starts looking wider into the issue with open-mindedness and only then would proper remedies mechanisms be developed and successfully implemented. Unfortunately, socioeconomic status is often mentioned because of its high impact politically. Politicians want to be seen to be putting the interests of the poor at heart and therefore provide statements regarding how addressing socioeconomic issues would automatically eliminate the gap between the poor and the rich academically.
Similarly, bureaucrats at the local level likewise want to look empathetic and therefore sprinkle some education budget in poor schools without proper consideration on all the crucial areas needed to be fixed for children in these areas have a wholesome education. Extensive research needs to be undertaken to investigate other determinants of academic performance for children from all walks of life without looking into their socioeconomic status. This would indeed help develop solutions to a highly misunderstood topic that has historically been addressed using erroneous information that has exacerbated the problem further.
References Comment by Author: I saw the draft of your research methodology presentation on Blackboard. There were more authors in the reference. If you are going to use those work for your methodology ppt, then why are you not using them here for your literature review manuscript? Comment by Author: I have added in all the references from the power point
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