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Writing a book is hard! So, we should always make sure to acknowledge the impressive work that scholars do, including in this book. Is there some part of Ch. 3 that you found particularly enlightening or some "thing" that is really helpful in understanding the achievement gap?

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The unique perspectives of different students provided us as readers a complex list of experiences that influences the way we thought about the achievement gap. The many examples such as Anthony and Alexander showing each other's backgrounds in comparison to their educational success was really thoughtful and insightful when it came to understanding how the gap works
- Louie F., Samantha A., Kathleen T.

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Just because a book if published or a study shared, does not mean that every perspective is necessary the correct one. Is there some critique you can make of the reading? (Or, rather, if critique is too strong, perhaps some "thing" the authors left out or should reconsider.)

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We found the graphs provided by the author to be extremely helpful in representing the size of the skill and behavior gaps rather than just describing them. They put everything into perspective and make the issues all more real to those who aren't aware.
- Nadeen Morsi, Jerry Liang Yuxiao Huang, Sieun Kim,Yang Qiu

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Praise
The article uses a lot of charts and data, which can explain some concepts and examples more intuitively. It can make the reader's memory point stronger and more evidence-based.
Yang Qiu

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Income is always a kind of continuous data. Aside high-level and low-level ones, there still exists the middle-level ones. However, they're only mentioned and described in the later part of the chapter. This group actually covers a large proportion.
-Rong Qiu

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We think that the chapter could include more diagrams because we really liked the visual of Figure 3.1. When explaining and comparing statistics, it is helpful to represent this information in visuals and diagrams. The diagrams help the reader visualize the gaps and discrepancies between students with different success backgrounds.
-Hannah Liu and Tiffany Sun

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We appreciate how the authors drew connections between family income and various important factors that impact a child's educational experience and life goals (e.g., enrichment expenditures, stress and mental health, academic achievement, family structure and parental education, etc.). It creates a more holistic perspective on a child's success in school.
- Hae Leigh Gim, Melissa J., Jen Lin, Miriam A., Kate Lee

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The multiple real life examples of students from different demographics was really helpful to understand the full scope of the achievement gap. It is easy to just include statistics and data but actual stories always help hammer a point home.
-Emiko Groder

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Ch. 3 does a good job showing examples between the top 20 percent and the bottom 20 percent. An example that was provided was that the top 20 percent will move into better housing in order to provide their child with a better education at a quality school. While, the bottom 20 percent can't do this because they have other priorities like providing food for dinner or earning money for monthly rent.

Name: Jesus Gomez

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One of the things that our group noticed was that these readings typically only focus on the extremes when analyzing the achievement gap. It would also be more helpful if published works like this one also discussed families of the middle class and groups that made up the majority of classroom environments.

Carisse De Leon, Bella Stewart, Jocelyn Sibrian, Blossom Hak-Khem

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The book was very interesting and really pointed out multiple factors that have an impact on children. However, there was a part that seemed more like it was an assumption rather than a given fact. Within the book, it states that "Parental education levels probably matter even more than family structure and income". To our personal experiences and knowledge, income and family structure is a more prominent factor in the education students receive. Income and family structure is much more important than the education level of parents. It is not to say that just because they went to college that the children will too and vice versa.
- Desdeny Mariscal, Heidi Espino, Cynthia Ramirez, Precious Valencia, Eunice Sotelo

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The top 20% of students come from high-income families, but they aren't considering that there are some students from high-income families that are still failing because their parents are busy working so those students do not receive much attention from their parents.
-Natalie Tam, Skylar Tachikawa, Valeria Rios, Yolanda Li, Tongfei Zhang, Mariana Ramirez

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The reading and information that was given was easy to understand and the examples given put into perspective how achievement gap is overseen. The examples used are realistic enough to the point where it resonated with one who is experiencing the effects of this achievement gap.
-Rosaura Chepe-Chino

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Throughout Chapter 3, I was able to identify the differences amongst both Alexander and Anthony's life. With Anthony's being relatively close to mine, I was able to relate to several texts in the book, such as: "His family did not have a reliable car and his mother worried about crime in the neighborhood." My group and I found it useful of such comparison because it allowed us to visualize the economic gap between students in full act. Not to mention the ability to interact with the text because of how close it hit home.
- Yareli Lorenzo, Allison Aguirre

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Near the end of the article the author points out the literacy gap among children with working class families who under-perform. While this is important to inspect, it fails to explain societal factors that force parents to be away from their children, placing the blame on them instead.
Jeanne Fortier, luyu han, yingyi liao, kexinzhang

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The stories that the author uses help paint the disparity between the poor and the rich, specifically the achievement gaps faced in our education system. The figures that the author uses also help visualize the gaps between students of different incomes.

- Yujoo Lee
- Charles Huang

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The Author left out Asian American students' data and mainly talked about black, Hispanic, and white students. The author also wrote many extreme cases in this article, which can be too biased and one-sided.

Leslie Wang, Kerry Luo, Yiyi Liu

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One of the notes my group and I talked about was how the book really emphasized how important money is with the outcome of a student. They really went far enough to show an experiment of giving families I believe $3,000 more and recorded the performance of the children in schools and it proved that their students performed better. Therefore, they were really able to bring their point across showing the importance of money. Although there are other factors this is still something that plays an important role and they did a good job in showing that. - Cynthia Ramirez, Precious Valencia, Eunice Sotelo, Desdeny Mariscal, Heidi Espino

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The author implements the graph and chart to visualize the actual difference between high- and low-income students. This is more straightforward and easier to understand the concept. Also, the author clearly organizes each topic so that the readers can easily get the main points.

- Ji Yeon Ahn, Min Joo Kim, Jiayi Lin

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One critique that I have is that the article seems to be implying that the main fault is in families and their differentiating dynamics alone instead of the multiple compounding issues that feed into the achievement gap, such as community involvement in development, public funding, etc. etc.
-Emiko Groder

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In this chapter, a lot of true stories and some statistics are shown, offering strong and reliable evidence to prove the significant gap between high-income families and low-income families.
Those examples also show some problems or privileges that I have no idea with and the significant difference bounded with gap of income.
Rong Qiu

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"And in contrast to Anthony, Alexander lived with both of his parents, which not only added to family income but also increased the amount of time available for a parent to spend with Alexander" (Duncan & Murname 23).
This statement stuck out to us because it feels like the author is overlooking the SES of the family. Just because both parents are present and/or employed does not mean that he receives attention at home. Two parents does not always mean perfect life. We saw this generalization of his situation as an oversight.

GROUP: Annette Toledo, Sara Lloyd, Daniela Estevez, Arisbeth Herrera, & Vanessa Rangel

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I applaud the chapter shedding light on the opportunity gap between different racial groups. The chapter mentioned how certain races have more access to extra enrichment activities, while the majority of students rely on teachers to provide the accurate information for standardized testing.
- Norman Huynh

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Something that we felt that the author left out was the amount of data and visual graphs. We feel that there was some information that could have been strongly reinforced by graphs. The health effects and family structure disparities mentioned by the author did not provide visual data that could allow the reader to better understand the gap. (- Yamilet Gonzalez, Mel Bedolla Loaiza, Nam Mai, Jennife Aguilar)

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The article uses Alexander and Anthony as two example to explain how different family income could contribute different school success. Moreover, this article provide lots of examples and data, which make the article more convincing and persuasive.
-Jeanne Fortier, Kexin Zhang, Luyu Han, Yingyi Liao

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Our group appreciated how the author used a multimodal approach when writing the book. The graphs and data allowed us to visualize how drastic the achievement gaps are. Furthermore, by including testimonies and direct experiences it humanized the students being analyzed and made them more than a number or variable.

Carisse De Leon, Bella Stewart, Jocelyn Sibrian, Blossom Hak-Khem

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Even though the examples were easy to follow the responses to these examples seemed a bit biased. Rather than using extreme circumstances maybe the usage of non extreme examples would put into perspective how easily normalized is the achievement gap. -Rosaura Chepe-Chino

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We thought it was interesting that the author talked about how the income of parents affects the quality of education students get, so students of higher-income families tend to have more opportunities in after-school programs included in their education while lower-income students aren't able to have as many resources. Also wealthier parents are able to afford more activities and involvements for their children.
-Natalie Tam, Skylar Tachikawa, Valeria Rios, Yolanda Li, Tongfei Zhang, Mariana Ramirez

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I think the book made great use of examples and graphs to help readers conceptualize the impact and factors that influence the achievement gap. For instance, there were multiple comparisons made between students of different backgrounds with drastically different academic experiences. I also thought that the chapter thoroughly analyzed income inequality indirectly impacting academic achievement through impacting health, nutrition, and social and cultural capital.
-Janette Padilla

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The reading focus on the Achievement GAP, introduce issues and real life examples. However, the reading does not provide possible solutions to resolve the issues. Addressing the cause and the issue itself is significant. Without acknowledged the solution of the issue, any problems are unlikely to resolve
Antonia Zhang
Vivian Do
olivia Williams
hunter Hernanedez
Shiwei He

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Something about this particular reading that I found enlightening would be that they were able to breakdown family structure and parental education. For example, the family dynamics has a major effect on how the student performs on school. If the parent is able to afford tutoring or has some knowledge about the school system then that benefits the students education. Overall, the shift of focus of student to parents helped understand and deepened the definition of achievement gaps.
-Jacqueline Marquez, Jean Carlo Perez, Alifa Ayshawrja, Julie (Hyejin) Chung, Heber Chavarria

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Several statements made by the author are extremely subjective and can easily differ based on the exact situation, an example being the following quote: "Growing up in a single-parent family appears to have particularly detrimental consequences for male children, in part because they receive less attention than daughters and in part because their behavior is especially sensitive to levels of attention and warmth."

- Nadeen Morsi, Jerry Liang, Yuxiao Huang, Sieun Kim,Yang Qiu

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We liked how the author provided different perspectives through multiple students' experiences with school. With each of these students, the author delved deep into their familial and financial situations to provide a deeper understanding of how the achievement gap occurs through these factors of race and income. For readers, regardless of their background, this text helps to broaden our knowledge on the achievement gap.
- Gissell C., Kelsy G., Andrea G., Yuna J.

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Ch. 3 could have done a better job showing examples of things that can be done to create a more inclusive environment in schools between the top 20 and bottom 20 percent. We saw two complete different groups those who attend very good schools and those who have no choice, but to attend low performing schools. I think the author should have provided things that can be done to fix this problem so that both groups of people can go to the same school.

Name: Jesus Gomez

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The author provided anecdotes that further reinforced the financially diverse living situations between two individuals of the same age. We think this was good of the authors to include in the reading(- Yamilet Gonzalez, Mel Bedolla Loaiza, Nam Mai, Jennife Aguilar)

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We appreciated that the authors did explain how income could effect the development of the children's social skills while understanding that low-income parents were not at- fault because there are many barriers that the authors brought up that affect the parents' ability to provide resources and activities for the children to help develop these skills like late work hours and limited funds.
-Sharleen N. Sara B. Wendy N. Evelyn R.

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The author could have included more of an analysis of why family structure is important and how lacking a parent in the household affects a student psychologically. - Allison Aguirre, Yareli Lorenzo,

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The article explained the gaps between high-income families and low-income families in detail and separated the parts carefully to help the readers understand the core of this problem. More importantly, the author cited numerous studies which last for a long time from 1980 to 2010 to provide authentic continuous situations in which poor families meet. In this case, the readers could fully comprehend the conditions between different class families.

Kerry Luo, Leslie Wang, Yiyi Li

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The stories that the author included clearly depicts the correlation between family income and academic success, but the stories were too extreme. The author should include stories about the middle class to portray the full picture.

-Yujoo Lee
-Charles Huang

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This is referring to the quote, "Grow-

ing up in a single-parent family appears to have particularly detrimental consequences for male children, in part because they receive less attention than daughters and in part because their behavior is especially sensitive to levels of attention and warmth."

We were saying how we wished they could explain this line, "their behavior is especially sensitive to levels of attention and warmth". We would've liked to know more about how boys differ from girls in this aspect, since it's usually stereotyped that girls need more attention because they are "more emotional".

People: Katrina Pagdayunan, Cade Jaman, Olivia Romero, Jessi Hearty, Crystal Diaz

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The examples (Alexander and Anthony) the author provided are on two extreme spectrums (rich and poor). It will be great if the experiences of students who come from the middle class are also mentioned. In addition, we would appreciate it if the author could provide some advice regarding what can be done as future educators in narrowing inequality.  Finally, we found that the population being addressed in the reading is way too general as we understand that the inequality gap varies by state.

-Hae Leigh Gim, Melissa J., Jen Lin, Miriam A., Kate Lee

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we appreciate how Duncan and Murname recognize the fact that having both parents with professional degrees provides of much bigger advantages to children who compare to those with parents not having degrees. They could help their children to succeed in academics and apply for higher education.

Andres D, Chanhyeok S, Chu W, zaixin L

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Something that I enjoyed was the discussion of mental health. Often, when people talk about the achievement gap between wealthy and poor people, they forget to take into account the effects that poverty has on children's psychological development. This work delves into this by using accounts from people from different backgrounds, allowing people to identify the detrimental effects poverty has not only on mental health but other aspects.

-Flor Solano

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Although the reading tackled multiple perspectives, it only focused on the extremes that a lot of students can't relate to. There is a big range that students can fall into, but when the book only focuses on extremes, it doesn't really represent everyone.

Kathleen T, Louie F, Samantha A

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We thought it was interesting how the author shows that parents eduction does directly affect their children. The environment the child lives in and that is created for them directly affect their success in school and education as a whole.
We also appreciated that the author included studies that backed up his claims.
- Alexia Martin, Nataly Sanchez, Aldrich Avellano Joey Tran, Josephine Nguten

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The authors present the data to us more directly in the form of graphs and charts. The reader can clearly understand the effect of the different factors on the results. At the educational level, students of different classes or ethnicities receive the same inputs, but their output performance is very different. This can be seen directly through the various icons and their associated data.
-Laine Lai/Zizhuo Su/Ruya Yin/Ruoyan Xiong

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The real and detail examples of students with different areas makes me think about the experiences influence the achievement gap.
And by comparing the top 20 percent and bottom 20 percent, the top 20 percent can provide better education chances for their students.

Name:Jiarong Li

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The author did used several information to convey his points, but it is the fact that he only consider a small portion of the student, which is way too extreme.

Yuhang Guan, Hao Liang

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We appreciate the wholistic consideration of students of all backgrounds in this study. Chapter 3 did a good job of exposing the reader to a diverse array of perspectives which allows us to better understand one of the causes behind students' education successes.
Tiffany Sun & Hannah Liu

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While we appreciated the different perspectives provided by the author, we thought that it could have been insightful if they included more of students between these two extremes of the White rich class and the poor minority communities. Also, we would have liked to see Asian American representation as well.
- Gissell C., Kelsy G., Andrea G., Yuna J.

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I think that this chapter could have also considered cultural aspects influencing academic achievement. I also think that analyzing immigration trends could have been implemented to explain racial achievement gaps. For example, immigration trends are particularly important when assessing Asian academic performance and income.
-Janette Padilla

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The author uses a lot of graphs to show how large gaps between students from high- and low- income family. These charts and graphs can virtually show the differences and it is understandable for readers to know the importance of the family.
- Kexuan Zou, Yixuan Zhang, Bendong Zou

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The author addresses a gap between only high-income and low-income students. We think that it would be better if the author can insert the data for middle-class students as well, giving a more wide range of statistics and evidence.

-Ji Yeon Ahn, Min Joo Kim, Jiayi Lin

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Chapter three focused a lot on the bad and when they were trying to discuss the solutions, they only really focused on the financial side of it. We would have liked to see different example of how we can close the gap and relieve some of the inequity in the education system.
-Jacqueline Marquez, Jean Carlo Perez, Alifa Ayshawrja, Julie (Hyejin) Chung, Heber Chavarria

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The author does a great job to incorporate explanations regarding how families with a higher income can afford educational opportunities both inside and outside of school for their children to pursue. Moreover, because the author stated how there is a clear difference in mindset between higher and lower-income families, the readers are able to understand why there is such a large disparity between the two classes. On a similar note, students coming from high-income families can participate in all types of extracurriculars which in turn allows them to not only develop their interpersonal skills but also cultivate certain relationships with other high-income children. In contrast, families who have a lower income do not have the luxury to focus on extracurricular activities but are instead forced to focus on more pressing matters such as working, taking care of their relatives, and things of that nature.

-Daniel Penarrieta, Sebastian Loza, Malieka Khan, Julia Perez

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Ch. 3 provides readers many graphs that can easily show achievement between people in different race.  Those statistics are very strong evidence that back up the authority of the main idea. And I think we need to rely on these scholars to get more accurate information, or we might be mislead.
- Yuhang Guan, Hao Liang

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The article at multiple times took the ideas of basic human rights, such as eating food, and turned them into privileges for students rather than necessities. The listed resources for the students who needed help from the schools to obtain such means of survival are seen as a privilege. Not to mention the article relies heavily on the male perspective and ignores the female side of the argument. This is especially true when taking into account a "females societal role" in families especially from low income societies. These roles tend to also limit the things women can do such as sports. -Malieka Khan, Julia Perez, Sebastian Loza, Daniel Penarrieta

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At the beginning of the book, we see the graphs given on the gaps in skills and behavior between rich and poor students. But one thing we bring to question is the fact that the graph tends to focus on the difference between kindergarten and fifth-grade students. While we understand that early on education has an impact the later on gaps in middle school and high school seems to be where the income tends to be most brought to light. - Evelyn R, Sara B. Wendy N. Sharleen N. .

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Lower-income parents, focus more on their children's obedience and pay little attention to educational methods such as interaction and communication with their children. This difference in educational style has a significant impact on the growth of a child's personality and ability to think. At the school level, comparing middle-incomes secondary schools shows that the important factor in. the differences in children's growth is not really the school conditions, but more the influence of the child's family of origin and home education.

Jiayun Wang, Ruiwe Cao, Iessica Choi.

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In this chapter, we think in the area of family education, middle-income families spend time with their children, such as reading stories to them in the evening and focusing on their children's education during family conversations at dinner, and are generally committed to raising an autonomous, independent, and self-reflective next generation.

Jiayun Wang, Ruiwe Cao, Jessica Choi.

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We note that the histograms drawn by the author in this article depict the richest 20% and the poorest 20%. In fact, this 40% is not very representative. In addition, the author's analysis of ethnic groups is relatively concentrated. He could try mixing more other groups, like Asian and Indian, to create more contrast. Lastly, the data is time-bound and we can't be completely sure if the data can make sense by now.

Ruoyan Xiong, Ruya Yin, Zizhuo Su, Laine Lai

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We really resonated with this article and appreciated how the article mentioned students at home living situations and how it plays a crucial part in how they attend school based on their motivation and worries. Kids shouldn't have to worry about what they are going to eat once they get home because that itself can affect their performance in class. Not being nutritionally filled or having at home problems should be addressed. Growing up and not having to worry about troubles at home such as food intake is a privilege!

- Katrina P., Cade J., Jessi H., Crystal D., Olivia R.

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We appreciated the visual that were provided in the reading. The author did give very thorough descriptions of the families and their situations. However, we felt as though the the graphs painted a picture if how much family income can affect the child. For instance, the author explains in the reading how much extracurriculars and activities matter for the child and we truly see how much that is affected by income in Figure 3.2. Families with higher incomes have the ability to give their children opportunities that low-income families cannot provide.

Group: Amber Liang, Alyssa Zavala, Alexia Ruiz, Juliana Luna

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The author provides a deep concept that family income does contribute to one's achievement. If one family has higher income, they will have ability to give their child a better learning environment, for example their family are able to find the tutor. Therefore, if income gap is large, there will be a greater distance of their children's achievements. ------Xinyao Pan & Qiancheng Ni

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I loved how the author articulated the glaring differences between higher income families, and lower income families. For example, opportunities in tutoring or if the parent has already gone through the schooling process, such as college, and has knowledge used to help their children.

- Alvin Ly

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The author talks about the gaps between low-income and high-income family. But we think he ignores the middle- income family. This part of people is the majority in the society.
-Kexuan Zou, Bendong Zou, Yixuan Zhang

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One thing our group thought the authors left out was the interactions between low-income parents and their children and how those could also positively (or negatively) contribute to a child's academic performance. The authors specifically state "Parental education levels probably matter even more than family structure and income," which we find to be a bit restrictive. While parental education levels can contribute to how well a child does in school, how the parent supports and encourages their child in school is another factor that might be even more important, and that kind of support can exist even in low-income families.
- Amber Liang, Alyssa Zavala, Alexia Ruiz, , Juliana Luna

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Our group really liked the author's  particular example of Harold. "Harold's mother is as passionate as Garrett's parents about providing what it takes for her children to be successful and happy, but she sees her role as providing food, "clothing and shelter, teaching the difference between right and wrong, and providing comfort."
We believed that Harold's story provided a unique viewpoint on the development of low-income children. Harold's mother, like Garrett's mother, was unable to afford those extracurricular and academic experiences, but by sharing her principles and loving her son, she demonstrated that money is only a variable of achieving one's goals.

-Arisbeth Herrera, Sara Lloyd, Annette Toledo, Daniela Estevez

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Reading this chapter, I realized that they typically only analyze the achievement gap when there are extreme disparities. It would also be beneficial if works like this one also discussed families that fall in the middle class since (in my experience) they make up the majority of classroom environments. Comparing middle class children to lower class and higher class children would allow for the reader to truly see how much opportunity comes for students from each upbringing and thus stress the author's claim a lot more.

-Angelica Flores Valdivia

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It was very helpful that the author explained how income could affect the development of the children's social and learning skills while recognizing that low-income parents have little control over overcoming economic challenges. There are a number of different explanations provided by the author as to why low-income families live in such restrictive conditions and have limited resources available to them. Examples from students from all backgrounds serve to emphasize this point as well.

-Angelica Flores Valdivia

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In this chapter it is mentioned that, "Both of Alexander's parents had professional degrees, so they knew all about what Alexander needed to do to prepare himself for college" (23).

When reflecting on Alexander's educational opportunities, having parents with degrees, I realized that this is a huge advantage. Being a first generation student myself, i've come to terms that there are so many instances where one just feels so stuck and lost. We basically have an idea that we want to go to college but the whole application process for it is so complicated that causes many students to stress incredibly, specially when they do not have the guidance from parents like Alexander's who know what to do and can support him in that manner. As a first generation student, I've realized we just have to practically figure everything out as you we along our educational career. Many times by making connections to professors, guidance counselors, etc we can better support ourselves. Luckily there are now programs like AVID that support lower-income, first-gen students, with the tools, skills, and advice they need to apply to college, get aid, and basically proceed in life without feeling entirely alone.

-Angelica Flores Valdivia

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I personally want to know if the people interviewed or their stories being taken into this article compensated in any way? The discussion pertains to income and such and I feel like it would be sad to have gotten all this info and not re-payed the interviewees.

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I applaud the constant contrast in stories being brought to emphasize the differences in peoples lives and how their income allow them to do or not do certain school activities.

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"Thus, whereas middle-class children are often treated as a project to be developed, working-class and poor children are given boundaries for their behavior and then allowed to grow."
I liked reading this part of the article because it gave me insight on what the parenting style was for people above my socioeconomic status—it brings me joy to hear that care is being taken onto children somewhere in the world.