The department of Early Care and Learning

The department of Early Care and Learning – Learning Gaps in the Low-Income community
 
An issue has gained the attention of various stakeholders in the public administration arena. Nevertheless, there continue to be disagreements on reducing the learning gap between low and high-income communities in America. The lack of consensus is caused by varying beliefs concerning the problems that face schools in low-income communities. Reducing class sizes, introducing a merit pay system for teachers, and using school readiness as a platform for improving learning outcomes are explored to reducing the learning gap in low-income communities.
Reducing Class Sizes
Reduction of class size has been established to carry educational benefits, particularly for young learners living in poverty. Various studies indicate that test scores in classroom behaviors significantly improve when students are in reduced class sizes. However, to realize maximum benefits, learners have to enter these small classes during their early age, Grades Kor 1 and progress in reduced courses for three or even more years. In addition, those students attending reduced classes have a greater chance of taking college examinations. That is mainly a fact for minority students.
Parents and education policymakers throughout modern history have praised the benefit of reduced classes. However, only recently has there been a substantial push for reducing class sizes in American public schools. This is more especially because educators, policymakers and parents, and courts recognize the importance of smaller classes, particularly for children at risk. In addition, champions of this approach believe that educators are better placed to effectively manage fewer learners resulting in enhanced learning outcomes (Ref). Nonetheless, there has been more discussion on the ideal small class size and whether their benefit outweighs the costs of implementing this size across public schools in low-income communities. It is no secret that such communities are densely populated, leading to overcrowding in public schools.
Several studies have been done to decide the best number of students to facilitate optimal learning. No magic number exists. Nevertheless, there is a consensus that smaller class sizes are suitable for better learning outcomes. An example is a study from Tennessee STAR, where a four-year project was conducted involving 7000 learners and 80 schools. The sizes of classes were reduced from 25 to 30 to 13 and 18. The study showed that academic outcomes improved for children in primary schools, with learners from low-income communities and minority groups benefiting the most.
Teacher Merit Pay Program
The majority of learners in low-income communities attend and public schools. Therefore, most teachers in these schools are compensated according to a strict formula that considers years of experience possessed and credits for progressing education, such as post-graduate degrees. Research shows, however, that there is no relationship between student performance and advanced degrees. Furthermore, studies have shown that a teacher’s level of experience only affects their performance during the first few years of their teaching. Therefore, it is proposed that teachers’ compensation be tied to their level of productivity measured by students’ performance or the assessment done by supervisors.
One of the benefits of a merit-pay system for teachers is that it would incentivize teachers in low-income community public schools to work harder despite the many challenges compared to their counterparts serving public schools in high-income communities. Furthermore, providing better incentives for teachers in low-income communities could attract better teachers to their schools.
Incentivized pay has a long history in America’s public administration. In education, however, systems that reward teachers based on students’ performance rarely last. On the contrary, evidence shows that incentive pay in public schools, especially those located in low-income communities, and additional pay for teachers who pursue advanced development can improve students’ performance in standardized tests. Despite this evidence being tentative, a merit-pay system for teachers in low-income communities is worth considering by the Federal and Local Governments. Various challenges face a merit pay system that would need to be addressed for this policy to be effective. It would be challenging to develop such as system due to the bureaucracies involved. Many questions need to be answered before policymakers in the educational field can consider implementing this program. These deliberations would divert focus from the real issue, focusing on the quality of education offered to learners in low-income communities. A merit pay system also has the potential of compromising the level of goodwill and cooperation among teachers. There are reports of unpleasant results in private and public organizations that have adopted a merit pay system. Furthermore, this system could create counterproductive competition among teachers to become reluctant to share ideas and assist one another. Ultimately, students would suffer from an individualistic mindset imposed on teachers by paying them based on their productivity.
School Readiness
Access to the best quality early learning is key to school readiness, and this can substantially cause impact. It affects everything beginning from being able to read at grade level to graduating from high school and being ready for a career in the later life. If most low-income individuals are already grappling with poverty, these individuals face a possibility of lasting adverse effects on their success in the future. Accessing high-quality early]y learning is especially required for low-income children who usually begin kindergarten through their counterparts. By the school entry, the gap between the wealthy and the needy children is already determined. Low-income children are one year behind their more fortunate peers.
Fortunately, better quality early learning programs have lower the school readiness gap, particularly for low-income pupils. However, several states, including Oklahoma, Georgia, and others, take good care of most of their 4-year old children. Studies from their school programs, combined with findings from other researches from the past, indicate that a good and best quality preschool has the potentiality of improving school readiness.
 
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