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Unequal access to education in the United States results in unequal outcomes for students. Disparities in academic access among students in the United States are the result of multiple factors including government policies, school choice, family wealth, parenting style, implicit bias towards students' race or ethnicity, and the resources available to students and their schools.
Furthermore, research reveals the summer months as a crucial time for the educational development of children. Students from disadvantaged families experience greater losses in skills during summer vacation. [13] Students from lower socioeconomic classes come disproportionately from single-parent homes and dangerous neighborhoods.
Research into the causes of the disparity in academic achievement between students from different socioeconomic and racial backgrounds has been ongoing since the 1966 publication of the Coleman Report (officially titled "Equality of Educational Opportunity"), commissioned by the U.S. Department of Education. The report found that a combination ...
The result of this could sway many students from low-income backgrounds from attending higher institutions due to the inability of paying to attend. In a 2013 study by the National Center for Educational Statistics, only 49% of students from low-income families that graduated from high school immediately enrolled into college. [11]
The racial achievement gap in the United States refers to disparities in educational achievement between differing ethnic/racial groups. [1] It manifests itself in a variety of ways: African-American and Hispanic students are more likely to earn lower grades, score lower on standardized tests, drop out of high school, and they are less likely to enter and complete college than whites, while ...
According to a 2008 study, students with a low socioeconomic status study less, work more hours, have less interaction with faculty, and are less likely to join extra-curricular activities. 42% of students with low socioeconomic status indicated that they worked more than 16 hours a week during school, with a high percentage working up to 40 ...
Peter M. Blau (1918–2002) and Otis Duncan (1921–2004) were the first sociologists to isolate the concept of status attainment. Their initial thesis stated that the lower the level from which a person starts, the greater is the probability that he will be upwardly mobile, simply because many more occupational destinations entail upward mobility for men with low origins than for those with ...
Early effective schools researchers attempted to locate schools that were successful in educating students of all backgrounds, regardless of socio-economic status or family background. Such schools were found in varying locations and communities, and researchers tried to isolate which philosophies, policies, and practices those schools had in ...