Virginia Educational Reform – Place, Class, Race — Or All Three?
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6 responses to “Virginia Educational Reform – Place, Class, Race — Or All Three?”
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Great work Captain Sherlock. It all starts with honest thinking.
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Great work Captain Sherlock. It all starts with honest thinking.
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Very interesting. Some of the groups have very small samples for this kind of analysis. Like comparing outcomes between demographic groups where there 5000 whites and 200 blacks. Nonetheless, those municipalities you highlight need to be researched. Fascinating!
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Very interesting. Some of the groups have very small samples for this kind of analysis. Like comparing outcomes between demographic groups where there 5000 whites and 200 blacks. Nonetheless, those municipalities you highlight need to be researched. Fascinating!
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James C. Sherlock
“Virginia’s political demographics offer the perfect laboratory for trying to deal with class, not race.”There’s some logic to that.
“The way to stop discrimination on the basis of race is to stop discriminating on the basis of race.”
― John G. Roberts Jr.For future articles, I hope you might also look into available research about the home environment. I’ve not read this one, but for $16 on Amazon it might be worth a look.
“The Home Environment and School Learning: Promoting Parental Involvement in the Education of Children.”
“By adapting the guidelines of this book to individual home situations, parents, educators, and policy planners can work together to create stimulating home learning environments that complement and strengthen learning in school.”
https://eric.ed.gov/?id=ED364966
This also looks interesting:
“Early Child Language Mediates the Relation Between Home Environment and School Readiness”
“Home environment quality is a well‐known predictor of school readiness (SR), although the underlying processes are little known. This study tested two hypotheses: (a) child language mediates the association between home characteristics (socioeconomic status and exposure to reading) and SR, and (b) genetic factors partly explain the association between language and SR. Data were collected between 6 and 63 months in a large sample of twins. Results showed that home characteristics had direct effects on SR and indirect effects through child language. No genetic correlation was found between language and SR. These results suggest that home characteristics affect SR in part through their effect on early language skills, and show that this process is mainly environmental rather than genetic in nature.”
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James C. Sherlock
“Virginia’s political demographics offer the perfect laboratory for trying to deal with class, not race.”There’s some logic to that.
“The way to stop discrimination on the basis of race is to stop discriminating on the basis of race.”
― John G. Roberts Jr.For future articles, I hope you might also look into available research about the home environment. I’ve not read this one, but for $16 on Amazon it might be worth a look.
“The Home Environment and School Learning: Promoting Parental Involvement in the Education of Children.”
“By adapting the guidelines of this book to individual home situations, parents, educators, and policy planners can work together to create stimulating home learning environments that complement and strengthen learning in school.”
https://eric.ed.gov/?id=ED364966
This also looks interesting:
“Early Child Language Mediates the Relation Between Home Environment and School Readiness”
“Home environment quality is a well‐known predictor of school readiness (SR), although the underlying processes are little known. This study tested two hypotheses: (a) child language mediates the association between home characteristics (socioeconomic status and exposure to reading) and SR, and (b) genetic factors partly explain the association between language and SR. Data were collected between 6 and 63 months in a large sample of twins. Results showed that home characteristics had direct effects on SR and indirect effects through child language. No genetic correlation was found between language and SR. These results suggest that home characteristics affect SR in part through their effect on early language skills, and show that this process is mainly environmental rather than genetic in nature.”
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