Parents who spend more time with their children are less likely to be involved in the classroom, while those who spend less time with them are more likely to know their children’s names, a new study finds.
Children in high poverty schools are much less likely than other students to get to know each other and to be able to use computers, according to a study released Monday by the Center for American Progress Action Fund.
The study, which was conducted by the non-profit Center for Children in the Classroom, found that while high-income students in the country’s most deprived areas of the country were less likely, they were more likely than low-income peers to have a teacher who was proficient at reading and writing.
In addition, they spent more time in class with their peers.
The children of affluent parents were also less likely (23 percent) to know how to read a letter or a check than those in low- or moderate-income families (30 percent), the report said.
And in addition, high- and low-wage families were more than twice as likely to have their children sit in a classroom with a parent who is not their child’s teacher, the report found.
The report is the latest to reveal how poor children in high and low income families are far less likely — and, in some cases, less able — to interact with peers, engage in meaningful social interaction, and develop the skills needed to succeed academically.
The research, conducted by researchers at the University of Michigan, was funded by the John D. and Catherine T. MacArthur Foundation.
The center is a nonprofit organization that advocates for school accountability and children’s rights.
The center surveyed 1,944 high school students across the country to measure their knowledge of their parents’ names, school and grade level, their ability to read and write, and their engagement in school.
It found that children from lower-income households were far less aware of their names, grade level and involvement in school than their peers from higher-income backgrounds.
High-income children were less able to access computers and more likely not to know that their parents had their own computer or cell phone, while lower- and middle-income schools were more often able to afford one.
In addition, while children in the poorest and most deprived communities were less involved in their own education, they had more opportunities to participate in school activities and to learn about other students.
The researchers found that among low- and moderate-level-income parents, children in those families were less engaged in school, less engaged, and less likely not be able or willing to participate, but this was not true for high- or low-prestige parents.
In general, high poverty children were more engaged in their schools than low income children, and this increased the likelihood that they were learning and having a positive impact on their communities.
This research was supported by grants from the John and Catherine D. MacArthur Education Fund, the MacArthur Foundation, and the Ford Foundation.