An analysis of a study on children's reading levels and their socioeconomic status.
Written in 2007; 873 words; 7 sources; APA; $ 31.95
Paper Summary:
This paper examines a study conducted in Alabama that found a correlation between reading level and socioeconomic status. The test results revealed that students from minority and/or economically disadvantaged backgrounds had the weakest performance on these exams. The paper then discusses how teachers can prepare their students to perform better on such standardized tests. The author concludes by encouraging teachers to teach their students test-taking skills, with particular focus given to minority students or those from a lower socioeconomic background.
From the Paper:
" The startling contrasts found on a standardized exam's percentile scores between Alabama's diverse school districts indicate that socioeconomic factors play a significant role in explaining such widespread discrepancies. SES can also explain how the overall percentile scores for all students within wealthier districts were higher than scores from the poorer ones. Such results reveal that students from minority and/or economically disadvantaged backgrounds are the most negatively affected by these exams. Thus it is incorrect to assume that such exams are useful towards gauging a given school's quality of teaching. Teachers should therefore realize that such exams cannot determine how good they are at their jobs, despite what educational administrators and elected officials like to believe, because the results often come out being biased towards certain groups in society."
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