![]() ![]() It is also a loss to society when children’s talents are allowed to go fallow for lack of sufficient supports. Low educational achievement leads to lowered economic prospects later in life, perpetuating a lack of social mobility across generations. The development of strong cognitive and noncognitive skills is essential for success in school and beyond. Why it matters: These performance gaps reflect extensive unmet needs and thus untapped talents among low-SES children. ![]() The negative news is that the gaps have not narrowed, despite the fact that low-SES parents have substantially increased their engagement in their children’s early education. The positive news is that the gaps have not grown, even as economic inequalities between these two groups of students have grown. We find that large performance gaps exist between children in the lowest and highest socioeconomic-status (SES) quintiles and that these gaps have persisted from the 1998 cohort to the 2010 cohort. Using data from two academic cohorts, the kindergarten classes of 19, this study examines the relationship between children’s socioeconomic status (SES) and their cognitive and noncognitive skills when starting school. That is, children who start behind stay behind-they are rarely able to make up the lost ground. Moreover, it is increasingly apparent that performance gaps by social class take root in the earliest years of children’s lives and fail to narrow in the years that follow. What this study finds: Extensive research has conclusively demonstrated that children’s social class is one of the most significant predictors-if not the single most significant predictor-of their educational success. This report was produced in collaboration with the Broader, Bolder Approach to Education. ![]()
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