Socioeconomic - EDUC 4160
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Rescooped by Emily King from Socioeconomic & Cultural Diversity in Classrooms
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Column: Socioeconomic diversity strengthens schools

Column: Socioeconomic diversity strengthens schools | Socioeconomic - EDUC 4160 | Scoop.it
Ruth Lopez Turley: Our public schools need a critical mass of advantaged families.

Via Kassandra Saravia
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Kassandra Saravia's curator insight, December 20, 2013 10:06 PM

One thing I really liked about this article is the truthfulness in the beginning where the truth is pointed out saying that priviledged families often feel tension in deciding where to send their kids. They know that it would be beneficial to society to create socioeconomic diversity in the public schools and bring about more equality, but they also worry for their kids quality of education. With this, the majority of them then go to where the majority of other priviledged families go and continue to create inequity in education. 

Another way that families in higher socioeconomic groups help improve public schools is in their involvement. They often have more influence and so they will go to greater lengths to improve things and they'll get done quicker. It's a sad truth but if they have more money and more influence they will be better listened to. In order to get these parents to attend the public schools in their area that may appear to be of lower quality due to the class and racial composition, we have to help them look at other factors of the school. If there is a group of parents commited to the increase in diversity then they can be influential to the other parents and begin to create change. 

Everyone has something to contribue to the world and the educational system, they just need to be better represented and helped along the way. Getting the more priviledged families to be involved will be difficult but they need to open their eyes to the benefits of public schools and their programs as well. 

Rescooped by Emily King from Socioeconomic Status and the Achievement Gap
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Language-Gap Study Bolsters a Push for Pre-K

Language-Gap Study Bolsters a Push for Pre-K | Socioeconomic - EDUC 4160 | Scoop.it
A Stanford psychologist found that affluent children had learned 30 percent more words from 18 months to 2 years of age than children from low-income homes.

Via Caroline Weber
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Caroline Weber's curator insight, October 22, 2013 10:03 AM

This article reinforces all that I've been reading about the importance of early childhood education and parent involvement in academics. This article takes a little bit of a different perspective than a few others I've read about kindergarten readiness. While they do emphasize the importance of pre-school education, they point to parents engaging in conversation with their children as the most crucial part of language and vocabulary development. It makes sense that the more children are exposed to words, the easier time they will have recognizing those words later on. Unfortunately, though, this heavy exposure is something that children of middle and upper class families seem to be experiencing. It's perplexing as to why socioeconomic status would have an impact even in an area that has nothing to do with money. Hopefully parents of low income families start to realize that there are (free!) steps they can take to increase the chances of their children's success in the classroom. 

Caroline Weber's curator insight, October 22, 2013 10:04 AM

Check out this scoop on my Parental Involvement board for my complete reaction. This article is applicable to many topics, and it was too great not to share more than once!