The article reviews evidence that aspects of the learning environment most closely associated with successful development of early academic competence differ by socioeconomic background¶

Claim · All claims
Evidence · 1 study · review r? · q2
Currency · newest study 2015 · checked against its sources 2026-10-17 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Children from low socioeconomic backgrounds are compared to children with higher socioeconomic status on access to academically auspicious environments, as part of a review of data on learning-environment aspects tied to early academic competence. → Oscar A. Barbarin 2015

Evidence¶

Oscar A. Barbarin 2015¶

Oscar A. Barbarin, Nikki Aikens. (2015). Overcoming the Educational Disadvantages of Poor Children: How Much do Teacher Preparation, Workload, and Expectations Matter. American Journal of Orthopsychiatry, vol. 85, no. 2. https://www.mathematica.org/publications/overcoming-the-educational-disadvantages-of-poor-children-how-much-do-teacher-preparation-workload doi:10.1037/ort0000060

q2 · i? · review · r?

A review article synthesizing data on learning environments and early academic competence. The review "compares children from low socioeconomic backgrounds to children with higher socioeconomic status (SES) on access to academically auspicious environments." No effect sizes are printed in the available text.

"This article reviews data on aspects of the learning environment most closely associated with successful development of early academic competence, compares children from low socioeconomic backgrounds to children with higher socioeconomic status (SES) on access to academically auspicious environments"

Discussion¶

Learner Variables¶

• Socioeconomic Status — moderator: an instructional effect differs by group
• Home Learning Environment — predictor: learners who differ on it differ in outcomes

Related Claims¶

• The number of conversational turns is more closely associated with children's language skills and language-related brain function than the raw number of words heard, regardless of family income or education. — related
• Title I preschool classrooms showed no typical increase in social pretense and verbal interaction over time, most evident in lowest-SES classrooms — related
• Joint Book Reading Predicts Literacy Success — related
• Children's language and math outcomes improve as average classroom income and socioeconomic diversity increase — a narrower finding that bears on this claim
• A more positive school climate is related to improved academic achievement beyond socioeconomic status — related
• Home literacy environment and child health predict reading readiness at school entry, and socioeconomic status stops being a significant predictor once home literacy environment is entered (suggestive of mediation, not tested) — a narrower finding that bears on this claim
• Linguistic simplification of math word problems can improve performance, particularly among English language learners and students from low-socioeconomic backgrounds — related
• An open classroom climate at school can partially compensate for the disadvantages of young people with low socioeconomic status — related