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I really appreciate the author's studies shown in the article, that there are several effects that influence children's mental health, such as family structure, income level, parental education and etc. It makes more sense for me to think about such serious social problem of child growth. Instead of the education from school, family influence is also important!

Yiyang Zheng

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We found one specific citation from chapter 3 interesting and felt that it strongly correlated with what we were observing in regards to psychological effects. Elizabeth Votruba-Drzal's "Income Changes and Cognitive Stimulation in Young Children's Home Learning Environments" is very relevant to the correlation between income and school success because when observing income you cannot just look at schooling but also how the home environment is. The statistics of psychological pressure and depression in regards to families with low-income is very high so the transition into formal schooling could be a lot harder. So when observing and associating income with increases in the level of cognitive stimulation, one can increase the effectiveness of observing the correlation between income and school success. Because of these reasons, we found this citation particularly interesting.

-Alexis R, Julie Lee, Deanna Burgoa, Christina Jung

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(Paw Wah / Hanbyeol Son / Meiran Hu / Brian Shen Liu) We wish the author included the data organized by races and explained how the races could be related to one's academic achievement. For example, due to the systematic racism in the country, many minority populations live like Anthony (mentioned in the book). It would have been better if the author have explains more about that.

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Our group appreciated how specific each example was for students of different SES. Alexander's parents were both familiar with the college application process and had professional degrees. They could use this, along with income, to guide him into higher education. Meanwhile, neither of Anthony's parents went to college, and their very low income meant that they could not devote much time or money to resources like tutoring or extracurricular activities. We think providing the extra details of each student's situation makes things easier to visualize. Socioeconomic issues can be hard to discuss because the terms are abstract, so providing tangible, relatable details is important to the reader's understanding.

-Isabel Hunt, Jessica Martinez, Sarah Mobley, and Yuanzi Xu

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The thing that I disagree is that author states out the influence of students' mental health more on parental care rather than income difference. In my opinion, these two things should be relative, because the scope of parental concern also depends on his\her economic condition, like the money that pay for the rent, medicine, food and other necessities. Therefore, I think income level is the basic need for children's care.

(I just exist the group in accident, so I write by my own, sorry)
-Yiyang Zheng

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Some critiques we had included the fact that the author did not include other minorities such as Latino and Asian students. The mentioning of different minorities is essential because everyone has different experiences. Another critique is the author's lack of mentioning different factors that may contribute to school successes for students.

(Vanessa Torres, Kelsey Lara Hernandez, Jiangjin Wang)

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One critique we have is in relation to the paragraph on stress and mental health. We think that the argument being made was strong and it sort of assumed that only low-income families experience stress and mental  health. There is no suffiecient data to support the statement. We suggest having data that shows stress/mental health in higher income households.

Brian Hoang Nguyen, Fatima Robles, Chelse Thuy-Tien Pham, Ann-Rae Thai

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One critique with this chapter is how narrowly the author focuses on one issue, disparities in economic income, as the factor for why certain groups are comparatively struggling in education. Although annual income is definitely a factor to academic performance, it is one among a multitude of others and this narrow focus take away from the nuance of the issue and the complex solutions needed in order to remedy this problem.
Thanh Hoang, Spencer Velek, Jiaxin Tao, Shein Htat

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We appreciated that when the author was discussing enrichment expenditures for families of low-income and higher-income, he included detailed examples of what spending looked like for each family. It demonstrates where the priorities of each family are based on the resources they have. For example, the first family, who was described as "well-to-do" used expenses throughout the year to pay for various musical and sport lessons, and the author broke it all down to weekly expenses. In contrast, the second family with lower income focused on providing food, shelter, and moral support as priority for their children, even going as far as to mention that family members could not go back for second servings during dinner.
- Chelsea Pham, Brian Hoang Nguyen, Fatima Robles, Ann-Rae Thai

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In chapter 3, the authors suggested that parental education levels matter more than family structure and income which may not stand true for many families as everyone has different circumstances. First-generation college students may not have parents with high education levels that can provide academic guidance but strong and supportive family structures can still help promote academic success. Also, for many families, income is just as essential as parental education because it could mean whether students are able to obtain certain educational opportunities or even bare necessities that they need in order to succeed such as adequate nutrition and a safe learning environment.
- Jessica Breanne Padilla, Aleidy Rogel, Amity Pou Wong, Kaylie Lara

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(Paw Wah/Hanbyeol Son/Meiran Hu/Brian Shen Liu) We believe the story told at the beginning of the chapter (story of Anthony & Alexander) allows the readers to understand the problem easier. By illustrating the influences of one's background on one's life, it made the readers to wonder the effects of the gap (eg. academic background, SES, race, etc. ) between individuals.

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We think that it is not necessarily true when he says that "Parental  education  levels probably matter  even more than  family structure  and  income. " There can be situations in which a parent does not have a high education level so they can not teach their children, but they have a high income which allows them to hire other people to teach their children such as tutors and nannies.
Nika, Hannah, Ashanti

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a critique of ours is that america depends on the school to help level the playing fields but it was only originated for white men. it wasnt until later that they made education available to others

leslie nguyen, alycia akabori

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One critique that we had was that the author should have included a breakdown of race from the different income types. Race plays a role in everything. We also think that there should have been an insight in different cultures throughout the different income levels. Another critique is that the mental health issues can come from a result of school, rather than outside of school, however, it could be a result of both.

(Marilyn Hamm, Wei Huang, Kayla Alexander, Jiawei Yang)

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We like how the author highlights the inequalities among children even before they enter school. It’s explained that professional families speak around eleven million words to their toddlers while working class parents only speak around 3-6 million. This distinction is important because it shows how this is a direct effect on the children as a result of the parents socioeconomic status. They lack the ability to spend time speaking with and teaching their children at home, before they even begin school, already setting them at a disadvantage. Another point we liked was the mention of lack of resources because many immigrant children don’t have access to the same knowledge that other children do, simply because their parents did not attend college.

-Hannah Freedberg, Ashanti Banos, and Nika Wells

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We thought that it also might be very insightful for the authors to consider how mental health can impact the students because many students nowadays experience a massive amount of stress that affects their academic achievement as a whole in school.

Yaowei Chen, Yanni He, Yiwen Zhang, Minh-Khoi Phan Do

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Our group really liked how the author provided some background information on the individuals they mentioned, by doing this we feel like it allowed the reader to get a better idea of the times in which these individuals grew up in and how that played a pivotal role in their upbringing to date and how they impacted their lives.
-Emily Figueroa, James Han, Kimberly Celedon, Jing Zhang

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A critique we had was towards the claim that "parental education levels probably matter even more than family structure and income". Although parental education levels have a large influence on a student's ability to succeed through parental guidance in schools, possible connections, etc. We felt like the claim that was made wasn't entirely true and wasn't convincing enough for us to agree entirely. Although parental education levels may have had a huge influence years ago, we feel like students with parents who may have not had the best education or even have a degree are still extremely capable of succeeding and rather factors like income may influence a student's success even more.
- Emily Ward, Hana Cho, Yiyun Quan, Tianchen Xing

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Something the chapter fails to tells us that poverty causes poor mental health and harsh parenting, they said it is difficult to understand the extent, but we believe it is a reason. Poverty causes a lot of parents to go through a lot of things (making sure there's food on the table, having a roof, taking on more than one job). All of these are the reason why families who have a low SES suffer from poor mental health. Usually parents aren't there to help their children or form bonds with them because they are trying to survive. In the absence of a parent, this then causes more problems on the side.
(Daesung Son, Arely Ramirez, Haylee Holmes, Lyuchuan Wei)

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One critique that we had about this chapter specifically deals with the Mental health and stress section of the chapter. The author talked about how stress and mental health greatly affected the quality of parenting and the quality of child parent interaction, but the author never gives any solutions on how individuals could help themselves and others through prograsses/outlets.
(Arianna, Saachi, Bilal, Sarah)

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Though the chapter brings out many flaws and struggles to families with varying incomes and opportunities, our group sees it fit to bring about more positives and current resources that ARE in place. Writing in a less pessimistic way could allow the author the ability to get the points and factual evidence across that allows the reader to see it from both ends of the argument. The book does an exceptional job in providing examples and statistics on white versus black, it lacks the other races that may be considered a minority, and could hinder the perspective that is given when writing with many saddening topics. We wish the author went into more depth on the lack of resources present for many minority races, with many differing  situations instead of focusing on one in a negative connotation.

Matthew Ricci, Jacqueline Islas, Mingyang Yi

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Citation Expansion of The Good, the Bad, and the Ugly

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Citation Expansion of The Good, the Bad, and the Ugly

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"Increasing  income  inequality  contributes  to  the  growth  in achievement gaps, in  part  because income  enables parents to promote  learning  opportunities  and  avoid  some  of the myriad  risks  to  the  healthy  development of their  children." (page 26)
This quote expresses the aspect of how intersectional this topic is and how generalized it is, why it is so difficult to study and research inequality because there are many aspects of one's life that impacts general education and even factors of what may or may not be accessible to low income families.

-Brynn Bedal, Alina Parra, Jenny Kim, Jinyu He

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We find that the author uses a comparison between two kids who are Alexander and Anthony. Through comparing their life experience by their family income illustrates the situation clearly. We think that the author uses many good and clear examples to explain the main idea. Sharp contrast helps us better understand the author's main point.
-Siyu Ye, Leena Angie Shin, Yiheng Chen

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The author stated that "When families are free from strains, relationships are easier and less fraught with tension." We disagreed with this statement because there are mid-high-income families out there that struggle to find time to bond with each other. This is often the case for the mid-class family as parents are working to better their children's lives, but their children are feeling neglected which ultimately causes tension within the family. - Hao Ngo, Justice Sarte, Shuhong Zhu, Beilin Wang

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One praise we had was that the author included information about mental health and the role that it plays. This is something that we don't see often included when looking at school success, we usually see standardized test skills and the like. Another praise we had was that he included the fact about how many words parents speak to their children and the large gap there is that reflects the income gap. We think that it is interesting how large this gap is due mainly to the fact of how much time parents are able to spend with their children due their jobs.

(Marilyn Hamm, Wei Huang, Kayla Alexander, Jiawei Yang)

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The author should have noted specific characteristic from different communities. It seems like the information that was given seems very generalized and their could be different nuances between communities. Especially since he only used the examples of the two families from Chapter two. Another critique we had is that the author seemed to just list the issues in each section and does not follow up with a possible solution to the issue. Or a re-imaginative view of the issues at hand.

Alexis Rodriguez, Ye Won Christina Jung, Deanna Lea Burgoa, Julie N. Lee

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our group found that we really enjoyed the graphs/figured throughout the chapter, it was more tangible to see how wide the achievement gaps are. we also really enjoyed how the chapter touched on mental health, since greater optimism, motivation, and self efficacy to do better in school all tie in together!

leslie nguyen, alycia akabori, ajay rajasekaran, mone kawano

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By Gene Floresca, Daisy Phung, Emily Mercado, and Heidi Landa
There is a lack of overall racial inclusivity in the studies presented in the text. Moreover, the authors make a bold statement regarding parental education and family income and structure that we do not agree with, especially since in the previous section, they talked about how great of an impact income has on mental health and stress which in turn has impacts on student academic achievement.

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We noticed that the text only referred to specific examples between boys, and we thought it would be more interesting to have included how gender impacts a student's education. This could have been explored by comparing two students of the same socioeconomic background, but between a boy and a girl. It's reasonable to assume that gender roles can have an effect on a student's home life and how their parents interact with them, as well as stereotypes within education that influence these statistics.
- Ashley Lopresto, Guowei Yang, Kyle Kim, Jessica Ornelas

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There are many points to acknowledge the impressive work that was put into this book. A statement that we found particularly enlightening was about how the parents' education has a bigger influence in their child's education than family structure or income. We focus a good amount of attention on socioeconomic status determining the success of a child's education but this statement makes the reader realize a different point. Without the help of the parent or the involvement of the parent in their child's education because of a lack of experience and education on the parents' part, the child would have a harder time to succeed.

Victoria Chan, Fiona Lin, Vivian Llamas, Yiyang Zheng

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The Impact Of Economic Hardship on Black Families and Children 

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The Impact Of Economic Hardship on Black Families and Children 

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This citation highlights hardships that families and or children of low income communities go though, like Psychological distress, parenting issues, and social emotional development. Black children are the primary interest in this study, because they experience disproportionate shares of the burden of poverty and economic loss and are at substantially higher risk than white children of experiencing attendant socioemotional problems.
Nahomi J. Ayala, Kathryn Quynh, Lizbeth Quintero, Yunwei Han

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On page 24, the author uses a table to prove his point. The author's calculation is based on data from the early childhood Longitudinal Study -- Kindergarten cohort. Among them, bars show differences on an SAT-Type scale between children in the top and bottom 20% of the income distribution in kindergarten and 5th grade. We noticed this footnote because it clearly lists the data, which makes it easier for us to understand.

Siyu Ye, Yiheng Chen, Leena Angie Shin

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We found that the author uses many different real life examples to make the reading more engaging. It was very easy to read and understand the differences between students in different socioeconomic groups. The author uses two kids, Anthony and Alexander, to describe how their differences affect how well they are able to do in school. Readers are able to relate to these students and understand the issue on a deeper level. This made the reading very enjoyable because it wasn't just focused on statistics or research but on how these real issues are affecting students today.
- Kaylie Lara, Jessica Breanne Padilla, Aleidy Rogel, Amity Pou Wong

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One particular citation we found interesting was a study conducted by Betty Hart and Todd Risley in the 1970’s. The author talks about this on page 9 of the reading. We were able to find the original study, which went into more detail about the importance of education in the early years. The researchers gathered 42 families with children who had just turned one, from various socioeconomic groups, and tracked vocabulary growth in each child. Something interesting that the study found was that the children grow up to be similar to their parents in stature, vocabulary, language, and the way they interact with others. Another interesting aspect of the study was that the mother’s education level and IQ level was an important factor in the child’s vocabulary growth, showing that there were many factors that go into the child's educational growth, not simply family income .

Gloria Park, Difei Li, Marissa Garcia, Natalie Bonilla

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If the author had included some more statistics other than socioeconomic status it could have been more clear what the writer was trying to convey, and given it a more well-versed approach. Also the skill set was only evaluated in kindergarten which does not give an accurate portrayal of what students could learn in school.
isabelle hernandez
hanyue zhang
maximo kaito guzman
yuan li

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Our group thought that it was really helpful for us to understand the achievement gap when the authors include many specific and detailed examples regarding the topic. As well as stories of many different people helped us to contrast experiences people have growing up in different communities, it also helps us to relate to our own personal experiences and feel more connected to the reading.

Yaowei Chen, Yanni He, Yiwen Zhang, Minh-Khoi Phan Do

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The author does an excellent job mentioning various issues that may come from being a low-income student and how it impacts. They provides graphs and explains in further detail how these situations may affect school success. The organization as well is clear to understand and find exactly what you are looking for since there are titles.

Nardeen Hanna, Cong Zhao, Dalia De La Mora

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In this chapter, the author talks about how children are more successful in school when they are from high-income families, and that children are less successful in school when they are from low-income families. Our critique of this chapter is that the author is generalizing this point too much and that some children from low-income families are probably really smart and can learn easily. The difference is the fact that they don't have the same resources and opportunities as the high-income children who do have those privileges. We wish the author talked about this point more and built on the idea that the difference is not only their skill level, but how much motivation these children have and their behavior in school.

(Isabel Hunt, Jessica Martinez, Sarah Mobley, Yuanzi Xu).

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In Chapter 3, we found the examples between low and high income households super interesting! Seeing the difference between Alexander, who had college educated parents and disposable income, and Anthony, whose father never graduated high school and has a smaller household income, was super informative on how money and experience can shape up a person's life. We particularly liked the example where Alexander's parents got him a internship to increase his chances at college applications, while Anthony's parents knew nothing. We could relate to either person due to our own unique household situation.
-Mia Montijo, Camille Sabino Abuel, Ashley Zieper, Mona Takuma

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Our group discussed that the author did a great job discussing the achievement gap based on socio-economic status and it was very easy to follow and understand based on the comparisons of Alexander and Anthony. We think that comparing and discussing these two students made it easier to envision the difficulties and advantages one had over the other. As well, we discussed that he author did great demonstrating how parental involvement can so easily and dramatically affect their child's education. - Jacqueline Sandoval Islas, Mathew Ricci, Mingyang Yi.

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The only critique we had was that he talked with more focus on parental education more than income levels. It is true that parents education status will influence the kid's hunger to learn and affect his motivation/enthusiasm, but without being able to afford the proper resources you can only get so far. This is the only critique from us.

- Quynh Tran and Adarsh Tummala

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We found the inclusion of specific cases of an income gap between two families, specifically Harold and Garret, to be perfect in representing the achievement gap that results from it. We really appreciated the author clearly depicting the difference in inputs when it came to the academic inputs, and more specifically the extracurriculars involved as well. These differences are so crucial in understanding the importance of inputs as the author also mentions that having this income advantage allows for parents to have more contribution to the child's academic development, which is often absent when it comes to lower income families. -Bilal Rubani, Arianna Silvestre, Sarah Lyn Nguyen, Saachi Sudhir Rao

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The author mentioned a lot possible causes of the relation between household income and achievements of the children. It included not just things related to education, but also the factors in things like acquisition of nutrients and effects of household environment on mental health. The author's ideas are also backed-up by real data, which is very supportive and useful to the reader.

(Jiangjin Wang, Kelsey Lara Hernandez, Vanessa Torres)

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"Parental education levels probably matter even more than family structure and income." We think this is not suitable for today's situation. We think we cannot tell which one is more important than the other, and they are equally important. If they do not have enough income to let their children go to excellent schools to receive education, they may lack the abilities of competing with their peers, they may even need to have part time jobs in order to make a living. Moreover, if the children are born in a single parent family, the income support may not be as much as the children who come from both parents' families. Moreover, their parents may not have enough experience or time to direct their children which courses to choose or what activities to join.
-Yunwei Han, Kathryn Quynh Nhu Le, Nahomi Alejandra Jacobo Alaya, Lizbeth Quintero

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Our group really appreciates how the book explained the reasons for the achievement gap. We liked that they took so many things into account when explaining possible variables. They mention family, income, food, neighborhoods, friends, and many other variables that go into a Child's development and achievement in school.  Especially the part where they talked about the ways that home life affects students. We liked the part that talked about how attention is a big factor in explaining student success. However, there are many things that can explain a lack of attention like stresses and distractions that take place in the child's home.

Justice Sarte, Hao Ngo, Beilin Wang, Shuhong Zhu

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1. Describes income in an effective way. Instead of just talking about money and the correlation of income and school success, he talks about enrichment activities and touches upon things like musical classes and other opportunities. Even for things like soccer club, kids had to pay $15 a month to be in the soccer club; the opportunities for school success are widely varied because of this.
2. He also touches upon psychological affects because of income which correlates with school success. The depression rates of students with low-income are much higher. Additionally, mothers have more mental health problems when it comes to low-income. Through the author's observations we could see that low-income is definitely psychologically taxing.
3. In general, getting data and collecting information about this ongoing educational issue is extremely important because the correlation between income and school success is an extremely important factor that must be observed. His data analysis effectively shows how income might be a huge factor to success.

-Alexis R, Julie Lee, Deanna Burgoa, Christina Jung

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We think an idea that the author failed to mention is related to depression / poor mental health that is affected by school rather than affecting school. In his stress and mental health section, he addresses the stress that family income and family problems have on students, which we completely agree with. However, stress and depression comes from school as well. If a school pays no attention to its students' well-being, there is no doubt that this will have an effect on these students. Also, if their classes are too stressful or their teachers are not the best and students have to self-teach themselves everything, this would have an effect on students mental health as they would find themselves getting too stressed out. Schools are a big contributor to poor mental health and mental breakdowns on top of family problems or even on their own.

Nardeen Hanna, Cong Zhao, Dalia De La Mora

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One critique that our group had was perhaps the author could've included other experiences in the work rather than comparing to just Anthony's family and his case, we felt that in order to get a more accurate and solid argument it would be more beneficial to mention other stories of families who also experienced the same as Anthony in order to create a more diverse set of data hearing from others with a diverse background.
-Kimberly Celedon, Jing Zhang, James Han, Emily Figueroa

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One of the critique that we had as a group was the fact that he talks about how boys are more affected in education compared to women in a single parent household due to not getting as much attention. But we as a group agreed that it might be and he did not mention that boys are put to work at an early age rather then promoted to attend school to help the family as for women we are put to go to school and help around the home.
-Vivian, Fiona,Victoria, Yiyang.

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By introducing Anthony and Alexander, the author grabs the reader's attention to the main topic of his passage: different family incomes and their effects. By doing this, the author gives readers an opportunity to relate to these two figures and allows readers to sympathize as well. A reader whose family is low income will see themself in Anthony and want to learn more about the factors that may explain their financial hardships that play into their education. The engagement in the beginning of this reader prompted us to want to keep reading.

-Quynh Tran and Adarsh Phanibhushan Tummala

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One thing that could have been interesting (and impactful) is the influence culture (both ethnic and location-based) has on education, family structure/dynamics, etc... and therefore social mobility.

(Kate Martin, Ryan Nguyen, Leslie Esquivel, Shirley Xie)

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We thought that the author's explanation of how family income relates to their children's future academic success was accurate and comprehensive. Wealthy families are able to afford high quality extracurricular activities and better academic support such as private tutoring, allowing their children to bulk up their applications for acceptance into top tier schools. Additionally, we thought that the author's evaluation about the disparity between wealthy and lower-income families in the number of words they speak to their children was very surprising and interesting to learn. The difference (one of about 5 million words) explains how a child can be disadvantaged from their wealthier peers even before they have the opportunity to attend school.
-Kathryn Le, Yunwei Han, Lizbeth Quintero, Nahomi Ayala

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We had a bit of a hard time trying to come up with a part of this reading that we disagreed with because we believe that this author had a lot of really strong points. With that being said, we did come up with the critique in that when this particular author was discussing  parental interaction impacting children's reading achievement, we believe that it was kind of thrown in and didn't have a lot of context around it. We think that had the author elaborated a bit more on this topic and given some background context around it, it would have elevated the argument far more than it actually did. - Ashley Zieper, Mona Takuma, Mia Montijo, and Camille Abuel

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The book does a good job of providing examples and scenarios of certain students and how their family income affects their lives. However, the author only provides examples for a white person and a black person. Other races such as Asians, Hispanics, Natives, etc. are not shown for any of the specific examples. While it is great that the author was able to provide useful and insightful examples for how a black or white child's family may be affected by the income of the parents, we believe that the author should provide such specific examples for multiple types of races to provide more perspective into how the achievement gaps affects various types of races, since America is such a diverse and multicultural country.

- Siyu Ye, Yiheng Chen, Leena Angie Shin

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We enjoyed that the author gave us two children's perspectives (Alexander and Anthony) through them we were able to see what was being done and their experiences due to their income. It showed how income does help others and where they stand with that. We also agreed that the author did a great job in giving us explanations, examples. and solutions to the situations that were being given.

(Daesung Son, Arely Ramirez, Haylee Holmes, Lyuchuan Wei)

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We thought that the text was particularly good at contextualizing the many factors of a student's education that is impacted by their socioeconomic status. While it could have been simple to report the statistics and assign a correlation to lower income and minority students that some readers may take to mean that their capabilities are inherently different than their wealthier/majority counterparts (or even suggest that it's *because* of their so-called abilities that they are of a different demographic), the author effectively explores all of the nuances in home life, parental and cultural differences, etc. that stem from being in a financially different (and often much more stressful) situation. This is shown specifically in comparing Anthony and Alexander.
- Ashley Lopresto, Guowei Yang, Kyle Kim, Jessica Ornelas

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We really admired how the author created a section talking about the effects of stress and mental health on students' success. Things like income, parental education level, etc. are all well known and evident influences to a child's success. However, the topic of mental health and personal stressors a student may experience are not as commonly discussed.
- Emily Ward, Hana Cho, Yiyun Quan, Tianchen Xing

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In the beginning the author explained how success could be determined and also how kids were assessed after they began college which I find not the best time to asses children. On my first point being able to determine success at a young age due to some factors a child might present doesn't explain their whole future or their outcome in life. Also assessing a child while in kindergarten doesn't provide an even playing field for children I think the assessment should've been done before the start of kindergarten to see how far along children are without attending kindergarten. Since most kids attend head start programs or preschool and it is important to note how each child started rather than where they are midway through kinder with no comparing results.

-Natalie Bonilla, Difei Li, Marissa Garcia, Gloria Park

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Something that the author does extremely well is drawing in the 2 very opposing sides of the story. The differences which stem from before their birth and last throughout their entire academic careers. There is a great explanation of the lower-end families not necessarily being unhappy, or unwell, but at the end of the day money is a strong issue and because there is no food, there is no nutrition, with no nutrition there is no learning capacity.  The cause and effect of it all are very well described.
isabelle hernandez
hanyue zhang
maximo kaito guzman
yuan li

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The author may be questioned and can never state true facts on the happenings because it is narrated rather than studied in a factual manner. One side represents a higher income family vs. the lower income family who can exaggerate or even generalize concepts the "characters" go through. (ie: the use of the samples in the book can be seen as extreme to those who have experienced similar standards.)

-Brynn Bedal, Alina Parra, Jenny Kim, Jinyu He

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We found that addressing the how familial relationships affects student achievement was enlightening. Lower income families face more daily strain because they are struggling to survive. Parents must work longer and more strenuous jobs, and students do not get ample time spent with their parents, forcing them to become more independent. It seems that the tension built from outside stressors has an effect on the entire household, and the tensions build with every problem that arise as a result from not having enough wealth. Students suffer mentally and are more prone to depression which negatively affects how they perform in school.
- Thanh Thy Hoang, Spencer Eugene Velek, Jiaxin Tao, Shein Htat

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By Gene Floresca, Emily Mercado, Daisy Phung, and Heidi Landa
There is good historical context provided in the chapters assigned that give us a holistic view of the things that leads up to modern times and how these achievement gaps have formed. The real-world examples provided were very helpful in contextualizing the phenomena we see occurring in the chapter.

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The author is able to write more in sentimentality through the aspect of ethnographic research through what the families go through on a broader spectrum than a regular research paper would be able to speak on.

Because of how the book is narrated, there are factors that are never researched as frequently as SES, through the aspect of ethnography, ideas such as the parent involvement or food deserts having a huge effect on education and rooted inequality in topics that are intersectional but usually not studied as such.

-Brynn Bedal, Alina Parra, Jenny Kim, Jinyu He

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We thought it was interesting how this scholar particularly mentioned the importance of parental interaction in its role in children's reading achievement. This is an interesting observation that we were not aware of influencing the educational outcome of students. Parental interaction at a young age for children is crucial for students to have a general understanding of speaking and language development prior to attending school. Since low-income families cannot spend as much time engaging with their children's activities because of financial constrains, their children's reading achievement is drastically affected by limited parental interactions.
-Marissa Garcia, Difei Li, Gloria Park, Natalie Bonilla

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One critique that we had about this chapter was how he talked about that parental education status mattered more than income level and family structure. Most of our group believe the opposite. If a family is struggling with money, or is broken, a child will more likely struggle with school more than a child whose parents did not have a higher education. Moreover, a student might be more motivated to pursue higher education and focus more on school if their parent did not go to college so they could give their future family the opportunity that student maybe did not have. But, we do think these factors go hand and hand and can be tied together as an overall factor affecting someone's school work.

-Gina Saputo, Helen Phan, Yuchen Wang,Connie Chong

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We found the comparison between Anthony and Alexander as great way to show how different opportunities and backgrounds can contribute to the achievement gap based on socio-economic status. It is enlightening to learn that various aspects outside of school, like parenting, strongly impact a student's ability to learn. For example, Alexander's parents who understood the college process could help him throughout the whole college application process with ease. This isn't the case for first generation students who have to stress over the intimidating process with limited parental support. It also adds a personal connection in between all the statistical data given. -Gina Saputo, Helen Phan, Yuchen Wang, Connie Lillianna Chong

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We like that the author has a variety of specific examples that allowed the audience to explore the differences between people in different areas of the socioeconomic spectrum.

(Kate Martin, Ryan Nguyen, Leslie Esquivel, Shirley Xie)