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That students’ social and economic characteristics shape their cognitive and behavioural outcomes is well established, yet policymakers typically resist accepting that non-school disadvantages necessarily depress outcomes. Rather, they look to better schools and teachers to close achievement gaps, and consistently come up short. In short, schools alone can’t close achievement gaps. Authorities at Sudhir Memorial Institute Liluah, a top CBSE school in Howrah, believes that awareness among parents regarding social issues behind their children’s performance is necessary.

This report describes how social class characteristics plausibly depress achievement and suggests policies to address them. It focuses on five characteristics for purposes of illustration:

  • parenting practices that impede children’s intellectual and behavioural development
  • single parenthood
  • parents’ irregular work schedules
  • inadequate access to primary and preventive health care
  • exposure to and absorption of lead in the blood.

These are not the only characteristics that depress outcomes, nor are they necessarily the most important. This report makes no judgment about the relative importance of the many adverse influences on child and youth development. Parental unemployment and low wages, housing instability, concentration of disadvantage in segregated neighborhoods, stress, malnutrition, and health problems like asthma are among other harmful characteristics.

Certainly, some children with severe socioeconomic disadvantages achieve at higher levels than typical children without them; a range of outcomes is associated with every characteristic, and descriptions of the impacts of social class characteristics only describe averages, not the performance of any particular child. Likewise, this report does not imply that all lower-social-class families have each of these characteristics. But all have many of them.

Because characteristics of lower-class status overlap and may be interdependent, available data do not permit the isolation of any one. Econometric studies that identify the effect of a particular characteristic by holding others constant are valuable, but no study controls for all, and few control for very many.

For each characteristic reviewed here, this report describes its average incidence by race (black versus white) and socioeconomic status. Data limitations preclude similar descriptions of Hispanics’ characteristics. Where research is available, we then review what is known about the characteristic’s prediction of cognitive (academic performance or IQ, for example) and non-cognitive (behavioural) outcomes. We next review the “plausible pathways” by which the characteristic influences youths’ outcomes–i.e., how these predictions might reflect causality. We conclude by recommending policies to reduce the intensity of these specific disadvantages.

This report’s key findings are as follows:

  • Parenting practices that impede children’s intellectual and behavioural development:Lower-social-class parents engage in fewer educationally supportive activities with young children, such as reading aloud or playing cognitively stimulating games. Lower-social-class parents also exert more direct authority and offer children fewer choices in their daily interactions, leaving them less prepared for “critical thinking” when school curricula expect it. Parents’ failure to engage in educationally supportive activities is associated with children’s poorer academic and behavioural outcomes. There are well-validated programs that can offset these effects. High-quality early childhood care and education centers provide intellectually stimulating environments that disadvantaged children may miss at home. Nurse home-visiting services assist disadvantaged mothers with health problems and teach developmentally appropriate parenting skills. High-quality after-school and summer programs that offer cultural and organizational activities are typically attended by middle-class youth, not students from lower-social-class backgrounds.
  • Single parenthood: Mothers raising children alone are more likely to be low-income, African American, and less educated. Their children typically have lower test scores, are more likely to drop out of school, and have greater emotional and behavioural difficulties (more delinquency and violence, more school dropout, more suicide). Sex education and school-based health centers that provide long-lasting contraception to teenage girls are important, but they will not be as effective as they have to be if African American men remain poor marriage partners–unable to help support families because of excessive unemployment and discriminatory arrest and incarceration. Full employment as well as labour market and criminal justice reforms that enable fathers to earn middle-class incomes are needed to improve children’s outcomes.
  • Parents’ irregular work schedules: Computerized scheduling and the weakening of norms governing employers’ responsibility for employee welfare have combined to produce irregular work schedules for many hourly paid low-wage workers, disproportionately African Americans and the less educated. Unpredictable schedules make it difficult, if not impossible, to place children in high-quality child care centers and to establish regular home routines in which children can thrive. Children of mothers with non-standard schedules have worse verbal and other cognitive skills, mental health, and behaviour. New regulatory policies–for example, requiring call-in pay for workers sent home before shifts end–could create incentives for employers to reduce use of “just-in-time” employee scheduling.
  • Inadequate access to primary and preventive health care: Minority children and those whose parents are less educated or who live in low-income neighborhoods are less likely to have personal physicians or nurse practitioners, or receive necessary referrals to specialists. No research directly associates physician access with children’s cognitive or non-cognitive outcomes, but a relationship is easy to intuit. Children with limited access are more likely to have routine and preventable illnesses, causing more frequent absences from school. Regulatory changes that support school-based health centers and Medicaid reimbursement changes to create incentives for primary care physicians to locate in low-access neighbourhoods could address this.
  • Exposure to and absorption of lead in the blood: Children with high blood lead levels are disproportionately low income and African American. Lead reduces cognitive ability (IQ) and causes adverse behavioural outcomes, such as increased violence and other criminal behaviour in adolescents and young adults. Although lead was removed from gasoline in the 1970s and 1980s, lead remains on the ground and is frequently stirred up into breathable air. Lead also remains in windows, window frames, the walls of older buildings, and pipes carrying water to residences. Lead clean up is expensive, but it would result in substantial overall savings in reduced special education placements, reduced criminal behaviour, and greater worker productivity from adults with greater cognitive ability.

 

Source: http://www.epi.org/publication/five-social-disadvantages-that-depress-student-performance-why-schools-alone-cant-close-achievement-gaps/

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