Low Socioeconomic Status

Statement of the Problem
The socioeconomic status (SES) of a child's parents has long been considered to be a key influence on the academic achievement of that child. Extensive research exists that correlates household income levels, parental education, and the supports and opportunities a child gets to aid in their academic development. “It is understood that low socioeconomic status negatively and depressingly affects students’ academic achievement because due to low socioeconomic status, a student does not access to important resources and generates additional stress and tension at home” (Eamon, 2005; Jeynes, 2002).
Low SES families are less likely to have the financial resources, time availability, education, or attitudes toward education …show more content…
A composite SES measure based on parent’s occupation, education, and income was divided into quintiles. Tests assessed associations between SES and child’s cognitive ability and relevant variables. The results showed:
The average reading percentile rankings increased from 34 to 67 across SES quintiles and math from 33 to 70. Children in lower SES quintiles had younger mothers, less frequent parent reading, less home computer use (27%–84%), and fewer books at home (26–114). Parent’s supportive interactions, expectations for their child to earn a college degree (57%–96%), and child’s preschool attendance (64%–89%) increased across quintiles. Participant relevant factors explained just over half the gradients, with family background factors explaining 8% to 13%, health factors 4% to 6%, home learning environment 18%, parenting style/beliefs 14% to 15%, and early education 6% to 7% of the gaps between the lowest versus highest quintiles in reading and math (Larson, Russ, Nelson, Olson, & Halfon, …show more content…
Parental Income
According to the Connecticut Commission on Children, students who live in families at or below the federal poverty level have lower academic achievement scores, and children from low SES families enter school behind their peers from higher socioeconomic homes. They go on to state that as many as 40% of American children, most of them poor, aren't ready for kindergarten when they reach kindergarten enrollment age, and as children from poor families get older, they are more likely to drop out of school. “By 4th grade, more than 50% of these children will not meet the standard for reading proficiency” (2004, p. 3-4).
Children in poor families often have parents who are less capable of assisting and supporting them academically, may live in more dysfunctional and stressful environments, may attend disadvantaged schools, and may have less access to resources such as books, computers, and school supplies at home.
Parental

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