Lakhasly

Article 1. https://www.brookings.edu/articles/unequal-opportunity-race-and-education/
Unequal Opportunity: Race And Education
The U.S. educational system is one of the most unequal in the industrialized world, and students routinely receive dramatically different learning opportunities based on their social status.

Americans often forget that as late as the 1960s most African-American, Latino, and Native American students were educated in wholly segregated schools funded at rates many times lower than those serving whites and were excluded from many higher education institutions entirely.

Educational experiences for minority students have continued to be substantially separate and unequal.

On an inter-state basis, such students are concentrated in states, primarily in the South, that have the lowest capacities to finance public education.

Research has found that both students and teachers are tracked: that is, the most expert teachers teach the most demanding courses to the most advantaged students, while lower-track students assigned to less able teachers receive lower-quality teaching and less demanding material.

Analyses of national data from both the High School and Beyond Surveys and the National Educational Longitudinal Surveys have demonstrated that, while there are dramatic differences among students of various racial and ethnic groups in course-taking in such areas as math, science, and foreign language, for students with similar course-taking records, achievement test score differences by race or ethnicity narrow substantially.

Several pending bills to overhaul the federal Higher Education Act would ensure that highly qualified teachers are recruited and prepared for students in all schools.

Article 2 https://www.epi.org/publication/early-education-gaps-by-social-class-and-race-start-u-s-children-out-on-unequal-footing-a-summary-of-the-major-findings-in-inequalities-at-the-starting-gate/
Early Education Gaps By Social Class And Race Start U.S. Children Out On Unequal Footing: A Summary Of The Major Findings In Inequalities At The Starting Gate
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.

Knowing which groups of children tend to start school behind, how far behind they are, and what factors contribute to their lag, can help us develop policies to avert the early gaps that become long-term problems.

Low social class puts children far behind from the start.

Given the large share of children entering our schools from disadvantaged contexts, these findings demand our urgent attention on both economic and moral grounds.

Low social class poses major barriers to young children's readiness in reading and math Research has established that growing up in poverty tends to put children behind.

To understand the influence of social class-parents' income levels, level of education, and job status-on children's early development, the study divides children into five groups based on social class and compares the second, third, fourth, and fifth quintiles or "Fifths" with the first fifth.

In line with prior research, Inequalities at the Starting Gate finds that the most socioeconomically disadvantaged children lag substantially in both reading and math skills, and that these skill levels rise along with social class.

Black and Hispanic ELL children begin kindergarten with the greatest disadvantages in math and reading, due largely to links between minority status and social class To better understand the links between racial and ethnic status and children's school readiness, Inequalities at the Starting Gate looks at gaps between black, white, Asian, and Hispanic children.

There are significant gaps between the reading and math skills of both white and Asian children and the reading and math skills of black and Hispanic children.

Race-based skills gaps shrink significantly when children's social class is taken into account.

Adding controls for social class and a set of parenting characteristics and practices makes the gap in reading between black and white children disappear almost entirely and the reading gap between non-English speaking Hispanic children and their white counterparts shrink by more than two-thirds.

In real life we cannot disentangle black and Hispanic children's race and ethnicity from the contexts in which they live, which put them at a major disadvantage relative to their average white and Asian peers.

Low social class also affects children's social, behavioral, and other noncognitive skills When assessing students' readiness to enter school, it is increasingly apparent that researchers need to focus on a much broader set of skills than math and reading.

The most socioeconomically disadvantaged children lag substantially in noncognitive skills, as rated by both parents and teachers, although the gaps are not as large as those in reading and math.

Race influences how parents and teachers perceive children's noncognitive skills Parents' and teachers' assessments of the same students' noncognitive skills vary by race.

According to parents, black children exhibit a relatively high degree of self-control, while teachers perceive black children to have substantially less self-control than white students.

Starkly unequal starts call for policy action The findings of Inequalities at the Starting Gate study affirm decades of research that connects parents' economic resources and opportunities with their children's school readiness.

Decades of research suggests that poor children growing up in segregated minority communities are more likely to remain in poverty because they have less access to good schools and social capital and other resources.

A wake-up call The education gaps highlighted in Inequalities at the Starting Gate sometimes narrow as children grow.

Reclaiming this vision for our children begins with ensuring that all children start school on equal footing.

Article 3. https://www.teach-nology.com/currenttrends/equity_excellence/race_and_social_class/

How Does Race and Social Class Affect Your Education
Education in the formalized setting of classrooms and school districts is still the process of human being teaching other human beings about the world around them. It is hardly surprising in this context that every aspect of the teacher's and student's personality and mental make-up is a factor in the process of education. So issues such as race and class play a part in the way education is imparted and absorbed.
Social class is a persistent reality that defines the way any one of us approaches life. A teacher may set out to make students learn the study skills needed for math in a given class but if the classroom is an economically weak neighborhood and the worksheets refer to problems with people spending enormous amounts on luxury goods, one can readily see the disconnect between student and lesson here. In this case, the worksheet may well distract a student from learning the intended skill for that day.
Race is in some senses a more overt marker and in that sense is probably more likely to be registered in the way it influences education. A student of Native American heritage in a middle school social studies classroom is likely to raise issues about the Westward Expansion, if he or she has heard a story of their tribe in a different context. While a teacher has to make every effort to teach historical facts with impartiality, it is not always easy to play to the role of objective observer and personal prejudices are hard to avoid. The United States has a rich a colorful history of races coming together and yet unfortunately this has not always been a harmonious process. While it is tempting to teach future generations to not dwell on the injustices of the past, this can be unfair to different races. Depending on the age level of the children, it is best to deal with the unpleasant aspects of our national history also because otherwise children from racial minority families may well fret about the glossing over off reality.
Race and social class also affect education in other ways. Very often people from a racial minority group or a lower income family do not have a family history of higher education. If the parents or grandparents have not had access to education, the child that comes from such a family is not likely to have had anybody read to them or even have had to opportunity to be exposed to many books. As all educators know, this can be a disadvantage when these children are placed in a class where many other children have had tremendous exposure to the written word. They may seem like slow learners even though all it really means is that they are getting a late start. The teachers have to be aware of these crucial differences and ensure that these children do not label themselves as weak or poor students. An encouraging environment and a little focused help can go a long way in helping disadvantaged students catch up and this needs to be handled with empathy and sensitivity. It makes sense to create teachers resources that cater to different levels and also to have assessment rubrics that factor in such details.
While education should ideally be untouched by race, class or gender, it is an unreal expectation. We live in a world defined by these elements and so our educational process should factor these in when the plans are drawn-up early in the year. To not acknowledge the role of race and social class may leave a teacher feeling unprepared even if he or she has meticulous lesson plans. A good teacher should have the ability to be responsive to students who are dealing with situations influenced by racial differences or evidence of social distinction.

Article 4-https://home.treasury.gov/news/featured-stories/post-5-racial-differences-in-educational-experiences-and-attainment

Racial Differences In Educational Experiences And Attainment
Laws banning enslaved people from being taught to read, exclusionary Jim Crow laws, and the ruling in Plessy v. Ferguson entrenched racial segregation of public schools in the South, and, while not mandated by law, a de facto system of segregation became commonplace in Northern states at the same time.

Nearly 70 years after the landmark ruling in Brown v. Board of Education that ended legal school segregation, substantial racial disparities in educational opportunity and attainment still exist.

High school completion rates are another important measure of academic achievement in secondary school since high school completion is required for many jobs and to pursue postsecondary education.

Figure 3 shows differences in high school completion by race and ethnicity over the last three decades.

Since 1992, the percent of adults 25-years-old and older who have graduated from high school has increased for all racial and ethnic groups, with the largest improvements occurring among Black and Hispanic individuals, the groups with the lowest completion rates in 1992.

Racial disparities in education persist beyond high school and into postsecondary education and are evident in the differences in college enrollment rates visible in Figure 4, which shows the percent of 18- to 24-year-olds in each group enrolled in college or graduate school.

Given evidence of higher returns to an additional year of schooling at four-year institutions than at two-year institutions and evidence that attending a for-profit institution may lead to worse post-college labor market and financial outcomes than not attending college at all, differential enrollment patterns by race and ethnicity may lead to lasting differences in economic security post-college.

Most research finds that these factors can explain an increasing share of Hispanic-white achievement gaps as students move through elementary school, so much so that estimates of the gap that are adjusted for differences in socioeconomic status disappear completely by fifth grade.

While research suggests observable family background characteristics contribute substantially to racial achievement gaps in elementary and secondary school, there is an active debate about the extent to which schools reduce or exacerbate those disparities.

First, there is evidence that racial segregation in school districts is strongly associated with the magnitude of racial achievement gaps.

Additional research suggests that school segregation itself may have no effect on achievement gaps independent of the effects of neighborhood segregation, so understanding the mechanisms through which school and neighborhood segregation impact racial achievement gaps together and in isolation and their relative importance is a critical area for future research.

There is evidence both that being formally disciplined in school negatively impacts educational attainment, and that Black public school students are disproportionately disciplined relative to public school students of other racial and ethnic groups for the same violations.

Finally, schools may impact racial differences in achievement and completion through the interactions teachers have with students.

Racial disparities in educational experiences and attainment begin early in life and persist as individuals progress through school.

It is also important to note that young children with no formal schooling prior to elementary school may have received educational instruction from a stay-at-home parent or other caretaker, so differences in school enrollment rates prior to elementary school may not fully capture differences in educational experiences for young children.