Is it really a mystery that some children excel in school and others don’t? The government and the education establishment believe the difference is a result of less income in the home. That is partially true. However, the real cause may not be less money but fewer words.
Since at least 1965, the government has focused on family income as a harbinger of student success. This was codified as Title I of the Elementary and Secondary Education Act under the Johnson administration. As a result, the Department of Education has earmarked additional money and services for Title I children of low-income families and students with special needs.
Is the problem truly income to performance?
Yes and no. Research shows that children of low-income families are less likely to be proficient readers. They are, therefore, less likely to be successful in school. Nevertheless, there are many prominent exceptions.
Thus, it’s likely that low income is a factor, but it’s probably not the most important factor. Otherwise, there wouldn’t be myriad examples of successful people from disadvantaged backgrounds. If low income were the only factor, these success stories wouldn’t be possible.
If not low income, then what?
Current studies are concluding that, as a byproduct of low family income, disadvantaged students don’t have the exposure to language that others do. They may not have the conversations; they may not be read to as much. They most likely don’t have the books, learning devices, trips, and so forth that higher-income parents provide to their children.
Evidence is mounting that the difference in language experience may be as much as 30 million words!
Since children learn words the same way they learn to speak—by hearing them in context, the dearth of language exposure can have a long-term effect on their learning. Here’s a quote from a renowned social psychologist, Jerome Bruner:
Proficiency in oral language provides children with a vital tool for thought. Without fluent and structured oral language, children will find it very difficult to think.
What if the actual source of the problem is language deficiency?
There are lots of studies about how many words a child should know when entering school. There is no agreement. On the other hand, there is growing agreement that:
- The more words a child knows, the more success he or she can expect in school, and
- There is a strong correlation between low income and reduced vocabulary.
We have to ask ourselves: how does a lack of language experience result from low income? Furthermore, what’s the antidote that will give low-income students a better chance? We certainly haven’t found it yet.