Implications for
early socioeconomic achievement gaps are discussed.
Not exact matches
Some commentators have argued that the failure of NCLB and
earlier accountability reforms to close
achievement gaps reflects a flawed, implicit assumption that schools alone can overcome the
achievement consequences of dramatic
socioeconomic disparities.
Public expenditures on
early childhood programs are nearly always justified as investments that will eliminate
socioeconomic and racial
gaps in school readiness and elevate subsequent student
achievement and life success.
Everyone from teachers to educators to neurologists to acclaimed economists agrees that these
early interventions help close the
socioeconomic achievement gap and provide many other long run benefits such as reducing the number of students classified for special education services, improving graduation rates, and even reducing the number of students entering the school - to - prison pipeline.
As
early as when children enter kindergarten, there are already significant
achievement gaps as a result of
socioeconomic status.
Socioeconomic status single largest factor As early as when children enter kindergarten, there are already significant achievement gaps as a result of socioeco
Socioeconomic status single largest factor As
early as when children enter kindergarten, there are already significant
achievement gaps as a result of
socioeconomicsocioeconomic status.
This might include upstream policies targeting levels of
socioeconomic inequality in society and a range of comprehensive
early childhood interventions, potentially including a mix of
early health and home visiting services, universal
early education opportunities, and programs and policies to promote the family relationship context of the
achievement gaps.