Receiving Education by Low-Income Children (DA Paper)

WA has helped structure my thinking processes so I can effectively choose a topic and properly argue that topic. I learned about the components of an argument and how to therefore structure and argument. I learned to properly argue a topic I must fully address both sides of the binary I set up; through drafting and research, not actually in my paper. I, for example, within my general category dealing with low-income children I was trying to address poverty in regards to education. This is obviously a broad topic, I know I cannot present an effective argument on it for this class, but I was still trying to address it. WA taught me that premises about your claim will be made. Therefore they need to be acknowledged by the writer, me, and discussed in my paper. So in trying to address poverty, I would have to define it, possibly state a way(s) to change it, and possible address ways to measure these changes all before I could even hit the main topic in my paper. Therefore, WA has helped me to identify ways to think about my proposed research topic so I can narrow in on a topic I feel is important, and narrow in on a topic I will actually be able to address for this class.

I feel that breaking down the elements of ‘argument’ and learning about what is needed to present a fully supported paper allowed me to clearly see why a topic can be too big to sufficiently argue. Leaning about ‘defining key terms’ made me think about identifying what exactly encompasses the claim so the proper support can then be used to debate both sides of the argument. In the terms of ‘conversation of a topic’ it also allows structured pros, support for a topic, and cons, rebuttals for a topic, to be developed. I believe it also allows the author, me in this case, and the audience to be on the same page.

After reading Wysocki, I was very enlightened to the fact that visual presentation influences the reader. Before reading this* I knew that different styles, in regards to advertisements, played a role on persuading viewers; however, applying these ideas of persuasion to academic readings, particularly research, never occurred to me.

Previously I had not really thought about how structures of everything your eyes taken in and comprehend really influence the reader. I understood the use of color, graphs, and animations played a big role in presenting key information, but I not particularly text and shape of text which includes alignment, paragraph formation, indentation, and bullet points. I thought text was just writing, and spaces just allow text to be read; however I now know they play a much larger role than that. For instance, using a different text presents a different mood, and also represents the time period and style trying to be achieved. Creating shape can influence how the reader reads a text, as well as highlight key points trying to be made.

Overall, thinking about the different structures authors use to format their writing really plays a role in how the actual information in the text is comprehended. I learned that by actually identifying the elements used by a text can lead to the formation of relationships among these elements. In this way the elements, taken as a whole, can develop a style the author is attempting to convey. This can then be related to different audiences, binary arguments, and can be used in various frameworks. In other words, by categorizing an author’s visual presentation, it can be used to enhance and converse about the topic it itself presents.

My service learning partner, Head Start, provides services to children from low-income families. “The Head Start population, of course, is only a fraction of the young children in preschool programs in the United States (Tabors).” For this reason, children belonging to low-income families have been the main focus through my research. Almost all of my sources revolve around a common theme of early-child education to low-income families. According to the Federal TRIO Programs the term “low-income individual” refers to an individual whose family taxable income for the preceding year did not exceed 150% of the poverty level amount. The current low-income level as of January 20, 2011 is $33,525 for a family of four.

It is widely agreed upon by most sources that child education should start early. This is because early education helps children create a strong foundation of basic educational concepts which sets children up for a successful educational career. “In the United States, prekindergarten improved mathematics and reading at kindergarten, with greatest gains if preschool started between 2 and 3 years (Malin).” Enrolling children in early education programs helps them develop educational and social skills by exposing them to stimuli they may not receive at home. If children are adequately prepared for school then they are less likely to fall behind. If a child falls behind greater obstacles may arise, and more intricate solutions will be needed. Setbacks, even at such an early stage, can lead to disinterest in school and an increased likely hood a child will drop-out. Due to the fact “it is easier to prevent problems than remediate problems” Dr. Susan Neuman, a former assistant secretary of education, states, early child education programs are a vital key to promote success. “ ‘Unprecedented attention to schooling from preschool through 3rd grade offers greater promise for improving outcomes than almost any other step that educators might take (Olson).’”

Due to the financial hardship low-income families encounter these families are presented with challenges that families from a higher income do not face. Affording early-child education programs is one of these challenges. As Lynn Olson states, “access to such programs remains sharply divided by race and class.” The limited income received by these families is put towards acquiring the basic needs of any individual. These are most notably housing, nutrition, and healthcare; although many times even these needs are not met. So deriving funds for education is not an option many times.

However, “Findings indicated that this population is at elevated risk for behavioral, social, and language problems (Cai).” Children from low-income families lack the opportunities other children have. They are not presented with many chances or environments to gain basic education and social skills, and many times, lack parent interaction. Children from low-income families may not be at the same level as their peers and is why “Studies suggest that poor and minority children stand to benefit the most academically from attending high-quality early-childhood programs (Olson).” Hence why early-child education programs are imperative to prevent detrimental consequences to the children and enhance future education.

Unfortunately, attaining proper education is not the only hindrance for these children. “The direct and indirect effects [of low-income] are reflected in children’s everyday environments (Cai).” As mentioned before, children from low-income families are not receiving proper healthcare and nutrition many times. “Striving to learn at school is not always the first priority when a child is hungry and in pain (Neuman).” Getting the things needed to fulfill a child’s own basic needs is necessitated before achievement in the classroom can be successful. If “the environment is missing (Neuman)” due to a lack of these rudimentary elements, the beneficial applications of early-child education may be prevented. It is the same as if an impaired drive gets behind the wheel of a car- proper operation will not be accomplished.

Therefore equal opportunity needs to be gained for all children.“Reducing the disparities in children's achievement will require reaching beyond the educational system (Olson).” Positively increasing the results in the classroom will require attacking the areas outside of the classroom. In this way children can come prepared to learn. The sources I have reviewed agree that better and/or newer early-educational programs are needed. From the programs already employed “preschool learning environments can be improved through programs that target cognitive functioning and staff training (Malin).” In this way current resources can be utilized to revamp current program structure. Dr. Susan Neuman has evaluated current programs and by making use of the commonalities has proposed a new program where “the right tools to engage learning and the right teachers provide assistance and make up for the learning gap.”

One study has “shown that the effect of 1 year of part-time preschool was equivalent to increasing family income by more than £10,000 (U.S. $19,000) a year (Malin).” This illustrates two important points. First, that children from low-income families do not receive the same education as children from higher income families. Family income should not play a role in the ability of a child to gain access to education. Secondly, early-education programs do increase child education and “benefits outweigh the cost (Malin).” “There are more steps that need to be taken (Tabours)” in order to create “equal opportunity (Olson)” for all children.

Cai, Xinsheng; Hancock, Terry B.; Kaiser, Ann P.; Foster, Michael E. “Teacher-reported behavior problems and language delays in boys and girls enrolled in head start.” Behavioral Disorders. Vol. 28, Issue 1. p. 23-40.

Malin, Antero; Melhuish, Edward; Phan, Mai; Sammons, Pam; Siraj-Blatchford, Iram; Sylva, Kathy; Taggart, Brenda (08/2008). “Preschool Influence on Mathematic Achievement.” Science 29.Vol. 321. No. 5893. P. 1161-1162.

Neuman, Dr. Susan. “Changing the Odds for Children at Risk.” 17 February 2011. Youtube. 1 December 2008. http://www.youtube.com/watch?v=ImzKoXGw3UM&feature=related

Olson, Lynn (01/2007). “Paying Attention Earlier On.” Education Week. Vol.26, Issue 17. p. 28-31.

Tabors, Patton O (11/1998). "What Early Childhood Educators Need to Know: Developing Effective Programs for Linguistically and Culturally Diverse Children and Families.". Young children (0044-0728),53 (6), p. 20.