Five Social Disadvantages That Depress Student Performance: Why Schools Alone Can't Close Achievement Gaps. Report

Autor/inn/en	Morsy, Leila; Rothstein, Richard
Institution	Economic Policy Institute
Titel	Five Social Disadvantages That Depress Student Performance: Why Schools Alone Can't Close Achievement Gaps. Report
Quelle	(2015), (36 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Disadvantaged; Social Class; Academic Achievement; Child Rearing; Child Development; Intellectual Development; Behavior Development; One Parent Family; Working Hours; Employed Parents; Access to Health Care; Poisoning; Incidence; African Americans; Whites; Racial Differences; Social Differences; Longitudinal Studies; Surveys; Children; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Social classes; Soziale Klasse; Schulleistung; Kindererziehung; Kindesentwicklung; Mental development; Geistige Entwicklung; Single parent family; Ein-Eltern-Familie; Hours of work; Arbeitszeit; Vorkommen; Afroamerikaner; White; Weißer; Rassenunterschied; Sozialer Unterschied; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Child; Kind; Kinder
Abstract	That students' social and economic characteristics shape their cognitive and behavioral outcomes is well established, yet policymakers typically resist accepting that non-school disadvantages necessarily depress outcomes. Rather, they look to better schools and teachers to close achievement gaps, and consistently come up short. This report describes how social class characteristics plausibly depress achievement and suggests policies to address them. It focuses on five characteristics for purposes of illustration: (1) parenting practices that impede children's intellectual and behavioral development; (2) single parenthood; (3) parents' irregular work schedules; (4) inadequate access to primary and preventive health care; and (5) exposure to and absorption of lead in the blood. Parental unemployment and low wages, housing instability, concentration of disadvantage in segregated neighborhoods, stress, malnutrition, and health problems like asthma are among other harmful characteristics. This analysis suggests that policies other than school improvement should be given strong consideration, as should the possibility that at least some of these policies may be more powerful levers for raising the achievement of disadvantaged children than the school improvement strategies that policymakers conventionally consider and advocate. A list of combined endnotes and references is provided. (ERIC).
Anmerkungen	Economic Policy Institute. 1333 H Street NW Suite 300 East Tower, Washington, DC 20005. Tel: 202-775-8810; Fax: 202-775-0819; e-mail: publications@epi.org. Web site: http://www.epi.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01