Exploratory Analysis

The purpose of this project proposal is to introduce a possible approach and solution to address inequality in the United States public education system. As such, it presents evidence to support the claim that overall educational outcomes improve when children participate in school-readiness programs prior to entering primary education. Moreover, the emphasis of this project proposal is to present the process for an exploratory analysis using the constructionist approach and basic framework of the social problem process by Joel Best (2008, pp. 33-40). First, it introduces the claim that educational outcomes are dependent on socioeconomic status and advocates for mandatory and compulsory early childhood education, ultimately requiring a
change in education policy. Second, it presents the grounds, warrants and conclusions which support the aforementioned claim. Third, this proposal provides a brief background with evidence of the consequences to school readiness due to socioeconomic status. Last, it posits a possible policy solution to address the societal problem of inadequate educational outcomes, which in turn, leads to inequality gaps in education as children develop within the United States public primary education system. In addition, this project proposal includes appendices which serve as informative supplements with relevant exhibits for the approach being used for the overall project. Specifically, Appendix “A” contains the framework/structure illustrating the grounds, warrants and conclusions of the Best Model (Figure 2.1) and Appendix “B” contains the natural history model framework of the Best Model (Figure 1.1) (Best, 2008, p. 31; p. 19). The final project paper will replace the components of the Best Model with the data specific to problems identified in this project proposal.
Inequality Claim: Early Education Leads to Successful Outcomes
To begin, there has been a long debate about how to help children succeed in education attainment and foster an environment where students may excel and qualify for transition into higher education. By all means, successful primary education attainment is imperative for entering college, embarking on a career and participating in civil society. To be sure, there are studies which suggest that successful outcomes for children depend on their readiness for entry into primary school. Hence, encouraging support for early education is paramount to addressing the inequality within the United States public education system. According to one report,
“Since key foundations for learning are established beginning at birth, starting school behind makes it likely that early disadvantages will persist as children progress through school, and last into their adult lives” (Garcia & Weiss, 2015, p.1).
Evaluation: Grounds, Warrants, Conclusions
Addressing the issue of inequality in the public education system requires an evaluation of the claim that early childhood education is necessary for entry readiness for primary education.
According to the Office of the Administration for Children and Families (2015), former President Lyndon B. Johnson was compelled to implement policy to address concerns about child development after consulting with expert researchers as part of his “War on Poverty” program. Specifically, the aim was “to help disadvantaged groups, compensating for inequality in social or economic conditions”. As a result, the proposed solution is a government program titled “Head Start”. Although the program is noble, it is targeted for low-income families who qualify according to each state’s guidelines and is federally funded (ECLKC, 2013). Unfortunately, gaining access to the Head Start program is difficult for families whose income exceeds the poverty guidelines, yet insufficient to afford private early education services. This, in turn, creates a gap in the low-middle and middle income range families, and the need for fully-funded, compulsory early childhood education. Ensuring children in the public school system have an equitable opportunity to achieve success at the start of their education should be available to every family within the low, low-middle, and middle income standards, not simply for families at or below the poverty
level.
Background: Socioeconomic Status Consequence on School Readiness Understanding the need for fully-funded, compulsory initiatory education requires an analysis of the outcomes of socioeconomic status with regards to school performance.
According to a report by Jeanne Reid (2012), “children in low- and high-SES classrooms were, on average, a full standard deviation apart in receptive language development when they began Pre-K” (p. 90). Additionally, children in low-socioeconomic status experience a higher rate of school absences when compared to middle-income and high-income SES classes (p.90). Consequently, this research suggests that gaps identified in early education, when left unaddressed, persist and expand as children progress in their primary education and high school years.
Proposal: Compulsory Early Childhood Education Policy
The final area of focus for this proposal is the suggestion for policy changes within the public school system. The evidence presented within this preliminary proposal supports widely reviewed research and is best summarized by Jeanne Reid (2012).
“The finding that low-SES and minority children in Pre-K learned less, on average, than high-SES and white children is an urgent policy concern, given the near-universal goal of using Pre-K to help close the wide readiness gaps among these children that are apparent in kindergarten” (p.
94).
Reid’s research goes on to suggest that children who classify as low-SES and minority statuses are at high risk of achieving lowered expectations in education and in life, due to lack of access to substantive initiatory education (p. 94). For this reason, policy implementation may be necessary to ensure equitable learning outcomes are possible in the beginning of a child’s academic development.