Post by Gema on Jun 30, 2016 10:04:49 GMT -6
We narrowed down our research topic to early childhood literacy for low income families.
We decided to focus on this on three levels:
Here is some of the research we shared on possible factors that affect achievement rates.
- Low income families
o Parents
Level of education
Support they can give
• Ability to help with homework
• Ability to pay for more development opportunities outside of school
o Social
Grouping with other low-income communities
Effect on psychological/behavioral aspects
o Values
Is money/supporting the family more important?
Learning opportunities in the home environment
- School
o Funding
Or lack thereof
Affected by test scores
Academic support programs
o School board objectives – what do they value?
o Minority population vs non low-income white population
o Teacher experience
- Race
o Historical segregation
Minorities placed in low funded districts
o Underserved Hispanic population
Language barrier – English Language Learners
Cultural differences between student and teacher
Some questions we were asking ourselves:
- If funding is a factor, what influences funding?
- Why are minorities concentrated in low-income schools?
- What support is there for K-12 bilingual classes?
- Who works with these groups of students and what challenges do they face?
- How does extracurricular involvement affect success?
- Does everyone have a right to education? Do immigrants have the same right?
- Where else in the world is there lack of access to education? What are challenges they face that are similar to low-income schools here?
Some terms to consider: opportunity gap, social mobility, achievement gap
We decided to focus on this on three levels:
- Early childhood: Our preliminary research across the board show that the level of achievement that children make in the beginning of their academic year determines the success they will have in the future. Those who start don’t start ahead will end up falling behind.
- Low-income families: Children of low-income families are most at risk of falling behind in the beginning for many reasons yet to be researched further. This is pertinent to the area, as well, as many families in Elgin are considered low-income.
- Literacy: Well, I don’t think we actually settled on this, but this is what I think we should focus on because language skills are fundamental in properly understanding lesson material.
Here is some of the research we shared on possible factors that affect achievement rates.
- Low income families
o Parents
Level of education
Support they can give
• Ability to help with homework
• Ability to pay for more development opportunities outside of school
o Social
Grouping with other low-income communities
Effect on psychological/behavioral aspects
o Values
Is money/supporting the family more important?
Learning opportunities in the home environment
- School
o Funding
Or lack thereof
Affected by test scores
Academic support programs
o School board objectives – what do they value?
o Minority population vs non low-income white population
o Teacher experience
- Race
o Historical segregation
Minorities placed in low funded districts
o Underserved Hispanic population
Language barrier – English Language Learners
Cultural differences between student and teacher
Some questions we were asking ourselves:
- If funding is a factor, what influences funding?
- Why are minorities concentrated in low-income schools?
- What support is there for K-12 bilingual classes?
- Who works with these groups of students and what challenges do they face?
- How does extracurricular involvement affect success?
- Does everyone have a right to education? Do immigrants have the same right?
- Where else in the world is there lack of access to education? What are challenges they face that are similar to low-income schools here?
Some terms to consider: opportunity gap, social mobility, achievement gap