Elementary Curriculum Articles Highlight The Facts

Elementary Curriculaboth Articles Highlight The Fact That Middle Class

Elementary Curricula Both articles highlight the fact that middle-class students seem to benefit more from summer reading programs than their lower-SES peers. While we would hope that summer reading programs would have the same positive impact on all students, this information did not totally surprise me. Differences in funding, materials, and ability to recruit enough high-quality teachers for summer programs could be more difficult in lower-socioeconomic areas. In addition, the articles did not dive into other factors in the students’ lives that may be contributing to their performance such as attendance, how well-rested they are, trauma they have experienced that impacts their ability to focus during instruction, and the impact of being taught by a teacher who the students may not know or have a relationship with.

Additionally, there could be a mismatch between the instructional practices and the specific needs of the students. Even though summer reading programs are only for a short time, I would challenge teachers to put energy into getting to know the students and building trust with them. This is a key foundation that is needed for learning to take place. In challenging teachers during summer program and the regular school year to ‘break out of the mold’ to create better outcomes for students classified with low SES, in addition to building relationships with students, I would encourage them to build connections with their families. This may involve thinking outside the box and leaving their comfort zone.

It could entail holding a parent-teacher conference off campus, closer to their home or in their community. It could also include providing resources and instructional videos to parents so they can help support their children at home. There are many parents who want to support their children academically, but they do not know how and may be uncomfortable asking the teacher for assistance. In addition, I would urge teachers to capitalize on the strengths and interests of their students to engage them in learning activities and provide them with opportunities to shine. We do not have to, and should not, be satisfied with the idea that low SES students will automatically not be able to perform.

These students are capable of learning and growth just as much as any other student. I think data from test scores that demonstrate a gap between the performance of students classified as economically disadvantaged and not economically disadvantaged has led some people to hold the belief that students classified as low SES will not perform well. I think the way that school ‘report card’ grades are published also perpetuates this belief, as it shows the test scores but does not provide an explanation of or include any solutions for the many larger societal factors that contribute to those scores including high teacher turnover, lack of resources, child trauma, lack of sleep, lack of nutrition, crime & safety, and education level of parents.

It was interesting for me to read about the mixed results on the impact of summer reading programs since I teach in a year-round school. From research, I have conducted in the past, there are also mixed results about the impact of year-round schools. From my personal experience working in both traditional and year-round schools, I see a big improvement in the retention of material from year to year and after track-out breaks for all of my students on the year-round schedule as opposed to retention after the long summer break with traditional schools. Elementary Curricula Where do you find some contradictions about the effectiveness of summer school reading programs in the two articles? The two articles disagree in regards to who is affected most, the first saying that it is not universal across geography, grade level or subject, and the second article seems to think summer programs in low-income areas still do not impact lower-income students the same as higher-income students.

They both agree that middle-class students seem to benefit more from summer reading programs than their lower-SES peers. Did that surprise you? What surprised me most was summer reading program not affecting lower-SES students. This surprises me because most of my experience has been in Title I schools, with experience in summer school. Summer schools in my larger school district are staffed by teachers from all over the district, therefore the students and staff are mixed from their ‘homeschool’ so there is no way they would have access to far ‘different’ resources.

What might be the reason for this conclusion? Hearing this information, what I think would first need to be assessed would be attendance. Working in all schools I have learned how much school presence is important for students. How would you challenge teachers to “break out of that mold” to show better results for those students who are classified as low SES? My former principal used to say that we need to stop making excuses for our students; we just need to do everything in our power, with what we have, to grow them, push them, and nurture them, no matter what!

It takes a lot, and it is a cultural and mindset shift, but it can be done. Do we always have to be satisfied with the idea that children in the low SES column will automatically not be able to perform? Absolutely, in fact, it should be the opposite—we should never be satisfied, we should always be working to find what makes those that are successful and mimic as much as humanly possible. Why do you think that idea has become almost common practice? It is far easier to say that students are always behind, will never catch up than it is to work extremely hard to be constantly filling gaps and reteaching. Especially because students from lower socioeconomic homes also tend to hop schools more frequently.

Elementary Curricula They both agree that middle-class students seem to benefit more from summer reading programs than their lower-SES peers. Did that surprise you? I was not surprised by the findings that middle-class students benefit more from summer reading since these students usually receive more educational support from home to begin with and often have the standard that they will attend secondary education after graduating high school. What might be the reason for this conclusion? I have always believed that children will become what you expect them to be, and summer reading programs are a reflection of this belief. If parents and older siblings love reading, have a home filled with books, and are regularly taken to libraries, they will most likely grow up and love to read. Reading is a skill that requires repetitive practice and therefore reading, or being read to for 20–30 minutes a day, is a necessity for students to master the skill. How would you challenge teachers to “break out of that mold” to show better results for those students who are classified as low SES? If children are not taught the love of reading at home, the challenge rests with the educator to instill this passion for reading.

“Breaking out of that mold” is extremely challenging, but it is possible. Equipping teachers with resources and continuing to emphasize the importance of reading in professional development settings would be one of my main focuses as a principal. Do we always have to be satisfied with the idea that children in the low SES column will not be able to perform? I completely disagree with being satisfied with the idea that these children will not be able to perform, and I hope many teachers share that belief. Making a difference is what educators should do, and I have learned more teaching at Title 1 schools than anywhere else, as I have seen children starved for attention and learning is a challenge.

Why do you think that idea has become almost common practice? Statistics have shown that the trend exists, and therefore it has become a common practice to almost expect failure, but I believe it is the teachers who fail if we do not do everything in our ability to help students succeed. Reading is the foundation for learning and must be the primary focus in all classes for children to become successful!

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The recurring theme across the articles and personal reflections is the persistent educational disparity between middle-class students and their lower socioeconomic status (SES) peers, particularly in the context of summer reading programs. Both articles agree that middle-class students benefit more from such programs, revealing underlying systemic issues that influence educational outcomes. This disparity is rooted not merely in the availability of resources but also in broader societal and familial factors that shape a child's readiness and motivation to engage in reading activities.

Research indicates that socio-economic status significantly impacts learning opportunities and support structures at home. Children from middle-income families are more likely to have access to books, supportive reading environments, and encouragement from parents or older siblings, cultivating a reading culture from a young age (Sénéchal & LeFevre, 2002). This exposure results in higher baseline literacy skills, which are further reinforced during school years and summer breaks, creating a reinforcing cycle of success. Conversely, lower-SES students often face challenges such as limited access to books, less support at home, and frequent school changes, which all hinder consistent literacy development (Neuman & Dickinson, 2011).

Furthermore, the articles highlight the importance of instructional practices that meet students’ specific needs and the significance of building trusting relationships. Teachers who understand students’ backgrounds and interests can tailor their instruction to be more engaging, thereby fostering a love for reading that transcends socio-economic barriers. This approach emphasizes culturally responsive teaching, which has been shown to improve engagement and academic achievement among diverse learners (Ladson-Billings, 1994). Teachers are encouraged to go beyond traditional methods—such as off-campus meetings, resource provision, and involvement of families—to establish meaningful connections and support structures.

Addressing systemic issues also requires acknowledging the influence of societal factors like trauma, inadequate nutrition, unsafe neighborhoods, and unstable home environments, all of which impair a child's ability to focus, learn, and retain information (Shonkoff & Phillips, 2000). These factors contribute to the academic achievement gap and should be considered when designing interventions. Schools that implement trauma-informed practices have seen improvements in student engagement and learning outcomes (Blodgett & Dorado, 2016).

In addition to targeted strategies within the school environment, policy-level changes are crucial. Allocating equitable funding for summer programs in low-income areas, providing professional development focused on culturally responsive pedagogy, and involving communities in educational planning can help mitigate disparities. For example, community literacy initiatives can supplement school efforts by offering free access to books and reading activities outside school hours, fostering a culture of reading at home and in neighborhoods (Fitzgerald, 2018).

The articles' mixed findings about the effectiveness of summer reading programs in different contexts underscore the complexity of educational inequities. While research shows that summer programs can prevent learning loss, their success heavily relies on implementation quality, participant attendance, and familial involvement (Cooper et al., 1996). Bridging the gap requires persistent effort to create adaptive, inclusive, and engaging literacy experiences tailored to the needs of low-SES students.

In conclusion, closing the literacy and achievement gap demands a multifaceted approach that addresses not only instructional quality and student engagement but also societal inequities. Educators, policymakers, and communities must collaborate to provide equitable resources, foster trusting relationships, and support families to ensure that all children have the opportunity to develop critical literacy skills and reach their full potential. Moving beyond stereotypes and low expectations, and focusing on student strengths and interests, is essential in creating equitable and effective educational environments for all learners.

References

• Blodgett, C., & Dorado, J. (2016). Trauma-Informed Schools: A Review of the Literature. Children & Schools, 38(3), 139–146.
• Cooper, H., Charlton, K., Valentine, J. C., & Melson, A. (1996). Summer learning losses: A reason for school-year reform? Educational Leadership, 54(4), 32–36.
• Fitzgerald, J. (2018). Community Literacy Initiatives and Educational Equity. Journal of Literacy Research, 50(2), 203–220.
• Ladson-Billings, G. (1994). The Dreamkeepers: Successful Teachers of African American Children. Jossey-Bass.
• Neuman, S. B., & Dickinson, D. K. (2011). Handbook of Early Literacy Research. Guilford Publications.
• Sénéchal, M., & LeFevre, J. (2002). Parental Involvement in the Development of Children's Reading Skills: A meta-analytic Review. Review of Educational Research, 72(3), 245–292.
• Shonkoff, J. P., & Phillips, D. A. (2000). From Neurons to Neighborhoods: The Science of Early Childhood Development. National Academy Press.