ExchangeEveryDay Past Issues

What were the gains made by the low income children in the segregated groups that came from homes where English was spoken? Without that information how can we assume the gains made were not because of the primary language spoken in the home?

As one of the authors of this study -- of course we were focused on all students... as were all the programs. Not really sure what the point of the editor's comment is.

Middle income students made larger gains that expected as well -- but not as large as the low income students in economically integrated setting. Thus to gap was being closed -- at a much faster rate than for students in all low income settings (whose gains were very slight). At least in CT, the vast majority of public $$ goes to economically isolated low income programs. This study suggestes that we need to look at our public policy to incentivise more mixed income settings for children.
Given what we know about the importance of vocabulary and the huge advantages that upper middle class children have in this skill set entering preschool -- this study shows that lower income students can make up some of the ground on vocabulary in just on year of preschool. And if the program is economically integrated -- make up is more likely and to a greater degree.

What jumped out for me was the out-dated term "integrated". Programs that are open to children with and without identified special needs are "inclusion" programs.

Out with the old, and in with the new. And not just because it's politically correct! The language we use has the power to educate, change attitudes, and reflect how mandates translate into everyday practice that's better for children, families & communities.

I too want to know how ALL children faired not only on the test but socially and academically as well.

I agree with the Editor's Notes. Most research done on preschool children focuses on the under achieving children who are from low income areas. This viewpoint creates the tunnel vision that all low income children are "at risk". Educators want to know how all young children are developing in all areas, especially in social development. Children come from a plethora of diverse situations. In order to stamp out the"isms" tolerance building in an integated setting is an important reality.

If I read the article correctly, the middle-income children averaged and increase of 10 points as did the English speaking low- income children. Looks like and example of having a positive effect on all the children.

It might be interesting for Child Care Information Exchange to contact the Cambridge, MA School Department to see the results of their research on integrating children from mixed income families throughout the school system. How did it effect the children academically as well as socially.

What was the response of middle income parents to the Cambridge plan and what percentage of middle income families left the school system to go to private or charter schools. It was curious to me to see the editors remarks about the effect of the integration experience on middle income children. I hope that the study determined too that they had made academic and social gains comprable to being in a program for all middle income children.

I believe an integrated experience gives all children a fuller education. It may not always be measured by a test. I think it was unfortunate for the research not to have included results for middle income children so that we as a society could look at the benefits of all children in an integrated classroom.

Integration of children from mixed incomes is a policy that needs to be reseached to determine the benefits on all children. It has implications for state policy for young children. For example, in MA the low rates of reimbursement for child care services have led to a decrease in the number of low income children or the actual withdrawal of many providers from caring for low income children. There is a growing separation for children by income in early child care programs. I see this as a loss to all who live in the community.

Thank you! Thank you! Thank You! For adding your coments at the end of this article. DBCC is one of these programs. This year we started a grant funded collaboration with the Baltimore City Public Schools. If has been full of disequalibrium for the adults involved but the children have thrived! ALL the children have thrived!!
Margo Sipes
Executive Director

The view you "inserted" was the very question I was asking myself as I read the article. I want to know that the changes we make have a positive influence on all children in our programs. I definitely agree with you that our goals as Early Childhood professionals should be focused on all of the children in our care, not one small sub-group.dqrqe