Black-White Differences in Achievement: The Importance of Wealth

Une approche d’enseignement des stratégies de compréhension de lecture de textes courants auprès de jeunes lecteurs à risque d’échouer

“…Ce problème est d'autant plus inquiétant dans les milieux scolaires et familiaux défavorisés, souvent reconnus pour offrir moins de stimulation sur le plan du vocabulaire (Hart et Risley, 2004), du matériel écrit de qualité (Orr, 2003;Aikens & Barbarin, 2008) et d'expériences variées sur le plan de l'écrit (Coley, 2002). En vieillissant, les élèves issus de ces milieux risquent davantage d'éprouver des difficultés, spécifiquement lorsqu'ils rencontrent des textes dans diverses disciplines (Chall, Jacobs & Baldwin, 1990;Snow, 2008), car ces derniers diffèrent de ceux avec lesquels ils seraient plus familiers.…”

Predicting Savings From Adolescence to Young Adulthood: A Propensity Score Approach

“…Because some individuals had a negative value on the net worth variable, it was necessary to adjust these numbers so that the natural log of net worth could be calculated. All net worth values that were less than or equal to 0 were re-coded as 1 so that the natural log could be ascertained (e.g., Henretta & Campbell, 1978;Orr, 2003). This adjustment affected approximately 14% of the sample.…”

Closing the Achievement Gap: A Metaphor for Children Left Behind

“…Financial capital may have a direct effect on educational outcomes because it can be used to purchase educationally relevant materials such as books or computers that can facilitate educational opportunities outside of school (Downey, 1995;Jones, 1984;Milne et al, 1986;Orr, 2003). Additionally, the limited financial resources of working-class parents place constraints on their ability to enroll their children in the kind of extra-curricular activities in which middle-class children often engage and from which middle-class parents expect an educational dividend (Lareau, 2002).…”

“…Orr (2003) finds that wealth creates a black/white achievement gap primarily through exposure to cultural capital. With respect to social capital, working-class/poor families have poorer information channels that pass along the kind of information that parents can act upon in order to facilitate their children's academic achievement and attainment (Nieto, 1996;Vasquez-Nuttal & Romero-Garcia, 1989).…”