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1. How Big is the Handicap for Disadvantaged Pupils in Segregated Schooling Systems?

Author

Danhier, Julien

Subjects
*EDUCATION, *POOR children, *SOCIOECONOMIC factors, *SEGREGATION in education, *ACADEMIC achievement, *SOCIAL interaction, *SCHOOL children, *ELEMENTARY education
Abstract

The effect of composition may be strong in systems where students are systematically sorted based on their socio-economic background. This paper aims to model the differential effect of class composition on pupils’ achievement in Belgium (French-speaking Community), France, Spain and Portugal. Multilevel models are consequently tested on the Progress in International Reading Literacy Study 2011 data (20,830 pupils in 1139 classes). Our results suggest that socio-economic composition does not have an equivalent effect on pupil achievement in the four countries included in our analysis: its effect is strong in the French-speaking Community of Belgium and France but smaller in Spain and Portugal. [ABSTRACT FROM AUTHOR]

Published
2018
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2. Assessing intellectual potential in Tanzanian children in poor areas of Dar es Salaam.

Author

Humble, Steve, Dixon, Pauline, and Schagen, Ian

Subjects
*INTELLIGENCE levels, *INTELLIGENCE tests, *POOR children, *SCHOOL children, *ELEMENTARY education, *EDUCATION
Abstract

The research set out in this paper attempts to identify whether one of three conventional IQ tests is more capable of identifying intellectual potential amongst poor children in Dar es Salaam. To this end 1857 children from 17 government schools in poor districts of Dar es Salaam were asked to complete a questionnaire and undertake a range of tests. The study included teacher, peer and self-nomination. It has been noted that static testing may not fully elicit the abilities of African children. It has been suggested that dynamic testing might provide a more fair and equitable means of assessment. Therefore 101 students took part in a control and intervention group in order to investigate. The findings show a significant correlation between IQ test scores and other test outcomes. Those with larger families and older children perform less well on IQ tests. Peer ability and self-confidence positively influence test scores. [ABSTRACT FROM AUTHOR]

Published
2018
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3. Literacy, poverty and schooling: what matters in young people's education?

Author

Comber, Barbara

Subjects
*LITERACY research, *POOR communities, *POOR children, *STUDENT aspirations, *EDUCATIONAL outcomes, *HOME environment, *TEACHER expectations, *SCHOOL children, *ELEMENTARY education, *EDUCATION
Abstract

This paper draws upon several decades of literacy research in schools in high-poverty environments to explore what matters in young people's education. In dialogue with themes from Kevin Marjoribanks' work, such as student aspirations, family environments and teacher expectations, key insights are summarised. Referring to longitudinal case studies and a current ethnographic project, the interplay between literacy, poverty and schooling, and young people's aspirations and education outcomes is explored. Although the work of educators in high-poverty communities continues to be highly demanding, there are some schools and teachers making a durable positive difference to learner dispositions and literate repertoires. Teacher expectations and discursive practices are crucial in this process. [ABSTRACT FROM AUTHOR]

Published
2014
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4. Success by Ten.

Author

Ludwig, Jens and Sawhill, Isabel

Subjects
*HEAD Start programs, *PRESCHOOL education, *EDUCATION, *POOR children, *ACADEMIC achievement, *SCHOOL children, *ELEMENTARY schools, *ELEMENTARY education, *EDUCATIONAL programs
Abstract

Success by Ten is a proposed program designed to help every child achieve success in school by age ten. It calls for a major expansion and intensification of Head Start and Early Head Start, so that every disadvantaged child has the opportunity to enroll in a high-quality program of education and care during the first five years of his or her life. Because the benefits of this intensive intervention may be squandered if disadvantaged children go from this program to a low-quality elementary school, the second part of the proposal requires that schools devote their Title I spending to instructional programs that have proven effective in further improving the skills of children, especially their ability to read. The proposal is based on the principle that early intervention is particularly important because of the brain's unusual "plasticity" during a child's early years. Children from different family backgrounds currently experience very different types of learning environments during the early years. The result is that large disparities in cognitive and noncognitive skills are found along race and class lines well before children start school, even before they can enroll in the federal Head Start preschool program at age three or four years. Most of America's social policies try to play catch-up against these early disadvantages-and most disadvantaged children never catch up. Findings from a number of rigorously conducted studies of early childhood and elementary school programs suggest that intervening early, often, and effectively in the lives of disadvantaged children from birth to age ten may substantially improve their life chances for higher educational attainment and greater success in the labor market, thereby helping impoverished children avoid poverty in adulthood. Another consequence would be to greatly improve the skills of tomorrow's workforce, thereby enhancing future economic performance. These benefits for children would be accompanied by benefits for their parents, many of whom work full time and need high-quality child care, such as the program would provide. [ABSTRACT FROM AUTHOR]

Published
2007