Effects of InCome On ChildrenJoin now to read essay Effects of InCome On ChildrenThe effect of a family’s income on an elementary school child’s educational achievement has been controversial for many years. Researchers have argued the correlation between the variables, increasing the need for further testing in recent years. While studies are still ongoing, the new research has shown that there is in fact a significant link between economic disadvantage and an elementary child’s educational achievement.
Past research has argued that a family’s income could not play a sole factor in a child’s academic outcome. The research attributed the academic outcome to a variation of important life outcomes such as employment, income, health, longevity, and civic participation. Studies have shown that students in less affluent families tend to be exposed to a greater degree of socioeconomic and environmental risks that result in lower grades and a greater number of absences. They showed that it is not only income or family affluence, but a number of other socioeconomic factors as well that contribute to a child’s educational trajectory. For instance, one study that “conceptualized SES in terms of neither income nor parental occupation, but rather education-related possessions and participation in social-cultural activities, sustained the link between high SES and more positive educational outcomes.” In addition, researchers speculated that adolescents who experience persistent financial hardship throughout their childhood might be more at risk of poor academic performance by virtue of their limited exposure to environmental stimulation (i.e. books, cultural, scientific, and verbal activities).
In more recent studies, researchers have provided several explanations for why family income affects child development. First, poverty is associated with increased levels of parental stress, depressions, and poor health-conditions which might adversely affect parents’ ability to nurture their children. In one study, “low income parents reported a higher level of frustration and aggravation with their children, and these children are more likely to have poor verbal development and exhibit higher levels of distractibility and hostility in the classroom.”
In a study conducted by the California Education Committee they showed that children from low-income families “attain less education in elementary school than children from advantaged families.” That in fact family income has a profound influence on the educational opportunities available to adolescents and on their chances of educational success. Further studies showed that due to “residential stratification and segregation” , low-income students attend schools with lower funding levels, which result in reduced availability of text books and other instructional materials, laboratory equipment, library books, and other educational resources; low level curriculum; and less-qualified teachers and administrators.
The authors of the paper note that “this large, inter-generational shift to school-based segregation in early childhood â€â€« â€â€” and preschools, â€â€« suggests that the changing patterns of educational attainment and poverty have been driven by a shift to school-based segregation.”
The authors also note that â€â€« â€â€” school segregation and disparities between the two groups are complex and in no way predict the development of child social outcomes.
Some of these research findings and findings are presented in our paper on the issue of socioeconomic stratification. The first three studies of children’s school-based school outcomes (see Table 1) show that school, education, and employment quality have increased between 2005 and 2010. The three studies that have examined these data are not related. These studies are based on nonattainment information from the U.S. Census and National Center for Education Statistics, and are based on data from a series of surveys for both the 2007-2010 school-based state-based and noninstructional schools, which are separated into three classes and include teachers and administrative school employees. The authors of their study also use the federal government’s Educational Testing and Evaluations Act (TIT) to ask questions about educational attainment in four separate sets of students that were tested by the California Department of Education. These data reflect the educational and employment outcomes at the same education stage, at least from 1997 through 2010. But, despite the fact that the data did not include measures comparing children from different educational stages, they provide further detail concerning how these effects relate to educational performance. Here we show that children from school-based school-based systems have different educational levels of educational attainment than children from advantaged schools, because the differences in educational attainment are most stark in the four social classes from which we focused, from elementary to higher grade. We also show that school socioeconomic inequality tends to increase with the school-based education system. Table 1 Table 1. Family income and educational attainment of children in Los Angeles District schools. (See Table 3 of this paper for more details in our paper on the topic of poverty, child poverty, and school-based segregation.‡)
Education and Social Policy Issues
A number of scholars have argued that children raised in school and underclasses do not have the same levels of academic aptitude and need of other groups as children raised in higher paying jobs. This argument has been used to justify economic disparities in terms of academic performance and financial well-being. One of the most contentious arguments is not that this is an argument for school-based segregation, but rather that it is a matter of socioeconomic stratification, because a child raised in high-poverty school is associated with higher socioeconomic status even though the child’s academic performance is more similar than that of children raised in the same educational environment. Other research has also sought to clarify the role of
Low income adolescents have reduced achievement motivation and much higher risk at educational failure. Compared with more “affluent counterparts” , low-income adolescents receive lower grades, earn lower scores on standardized tests, and are much more likely to drop out of high school. This affects the child because the familys income influences the support and interest in education which, in turn, influences the childs interest in school and willingness to study hard. This is shown to be a major problem in the United States.
It has also been well-established in research literature that “the strongest single predictor of