Impact of Socioeconomic Status on Academic Performance
Effects of Socioeconomic Status on Academic Performance Name Instructor
Introduction
Problem statement America today faces an issue of epic proportion that is critically essential. An issue that continues to affect her economy, challenge her highest ideals as well as reducing the competitiveness of her workforce, an issue that is deeply rooted her history, her society as well as her culture. The issue in question here is education inequality. This project explores the belief that socioeconomic status is indeed a determinant of one’s educational achievement. A standardized assessment of American students reveals large achievement gaps brought about by socioeconomic status. In 2007, the National Assessment for Educational Progress (NAEP) found out that those fifth graders who were eligible for reduced-price and free meals scored lower points in class than their peers from more affluent socioeconomic backgrounds. These persistent disparities, which are of a sizeable magnitude, present serious challenges to education policy makers as well as the educators. It is imperative to note that educational success is not only measured in test scores, but also in final grades, rates of dropping out, college entrance, and completion rates. Although this project mainly focuses on educational inequality in the United States, this is a problem experienced by many other developed countries. The focus on United States, however, is because when compared to other nations of its caliber, the United States invests the most, financially, on education, but achieves lower student performance levels. No matter how the per-pupil spending is increased, the performance levels remain stagnant. Educational inequality has thus presented itself as one of the most fundamental socio-political issues in America. Although there have been many attempts at reforms, and they continue, eradicating educational inequality has proven almost impossible. Socioeconomic status of a
Introduction
Problem statement America today faces an issue of epic proportion that is critically essential. An issue that continues to affect her economy, challenge her highest ideals as well as reducing the competitiveness of her workforce, an issue that is deeply rooted her history, her society as well as her culture. The issue in question here is education inequality. This project explores the belief that socioeconomic status is indeed a determinant of one’s educational achievement. A standardized assessment of American students reveals large achievement gaps brought about by socioeconomic status. In 2007, the National Assessment for Educational Progress (NAEP) found out that those fifth graders who were eligible for reduced-price and free meals scored lower points in class than their peers from more affluent socioeconomic backgrounds. These persistent disparities, which are of a sizeable magnitude, present serious challenges to education policy makers as well as the educators. It is imperative to note that educational success is not only measured in test scores, but also in final grades, rates of dropping out, college entrance, and completion rates. Although this project mainly focuses on educational inequality in the United States, this is a problem experienced by many other developed countries. The focus on United States, however, is because when compared to other nations of its caliber, the United States invests the most, financially, on education, but achieves lower student performance levels. No matter how the per-pupil spending is increased, the performance levels remain stagnant. Educational inequality has thus presented itself as one of the most fundamental socio-political issues in America. Although there have been many attempts at reforms, and they continue, eradicating educational inequality has proven almost impossible. Socioeconomic status of a
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