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It was nice to see real anecdotes that described real experiences from different perspectives. The stories about the different families and their backgrounds truly gave insight to how pressing the issue of the opportunity gap and how real/prevalent it is.

Yensa, Gabe, Kiara

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The author compared the stories of 2 families, which made it easier to understand and felt more personal instead of only using statistics or data to show the disparities. We like how the author explain how income gap affects achievement gap while also factoring in stress and mental health. This help us understand how the environment the students grow up in also affect how well they achieve in school.
Chloe, Mai-Vy, Nina

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In chapter 3, one thing we found really helpful was the showing of a main contrast being lifestyles and  income, especially when it comes to extracurriculars, tutoring, and other outside activities including transportation. Alexander was a lot better off than Anthony.

- marilyn hamm
- julie moreno
-ariana quijada
- nora morones
- isabelle hernandez

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We enjoyed the images in the writing showing tangible statistics rather than just stating opinions. This is not only helpful to the reader's understanding but also makes the points more convincing.
- Claire, Ashley, Tim

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The author did a great job making this information accessible to read. The individual stories made it a lot more interesting and relatable. This chapter did a wonderful job clearly demonstrating how the achievement gap really equates to more of a wealth gap.

Sammie & Violet

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We appreciated how the text discussed mental health and how that affected the students' experiences in school. Often times mental health isn't talked about when it comes to students, but mentioning that and how affected the achievement gap was really interesting. It was helpful to see three students' lives and how their family income affected their achievement in school. It really put a name to a story rather than just providing statistics because it felt more personable.
- Gam, Miguel, Alexies Garcia

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We think that chapter 3 did a great job in contextualizing the issue effect of family income in success. The author of this book really does a great job in giving examples of different scenarios that students face and comparing the side by side to highlight the differences and disadvantages each student may face. For example, they compare Anthony who was struggling financially to Alexander who is financially well off to really highlight the differences in their lives and their impact on education. (Jasmine, Elijah, Jacky)

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We think that the author of this text did a great job showing the difference of support that each student had in their lives. It was also interesting to see how stress (familial etc) correlated to their achievement gap.

Gladys, Ella

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One critique would be the fact that this explains the achievement gap, and the fact that the achievement gap is very over-taught without displaying a way to treat the problem or opening a forum on how we as future educators are to help, is a big letdown.

- marilyn hamm
- julie moreno
-ariana quijada
- nora morones
- isabelle hernandez

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We overall agreed on the author's opinion, however, the author discusses parental education and income as separate issues when we think there should be more of an emphasis on their influence on one another and crossover in importance. There is a lot of repetition on these issues and while they are both important, additional information could have been helpful rather than hammering in the same point.
- Claire, Ashley, Tim

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The book uses many specific and personal stories as examples to illustrate the achievement gap. It also incorporates some visual charts and diagrams to show the data. It portraits the gap more vivid which leads to reader's better understanding of the topic.

-minh nguyen, yueyue li, Mandolin Cai

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Based off of the reading, one critique that we specifically mentioned was the fact that the data that was used throughout the course of the reading was outdated. Although we are not too sure about when the actual book was written/published, we think that by including more recent data, it would allow for the audience to gauge how much change has actually been made, or whether or not this continues to be an issue.

-Miguel Herrera
- Alexies Garcia
-Gam Cao

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Not only did this chapter discuss money/income and how that affects an individual, but it also mentions other factors like, culture, environment, mental health, and parent relationships impact one's educational journey. As much as income does have a huge impact of a child's educational journey, there are other key factors that also change a student's academic perspectives.

- Paige Cabar, Kiyara Long, Samantha Lopez, Helen Mateo

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Although we found the reading to be extremely eye opening, one thing we could critique was that the two boys are from very specific circumstances: one on the higher income end of the spectrum and one from the lower end. What is the situation of kids who are in the middle? Maybe the author could add additional insight (maybe a paragraph or so) to provide a glimpse into the situation of families that aren't suffering too terribly or too well off.
We also found that the author's use of SAT scores and school grades were not the best way to represent the abilities of the students. Because SAT tests more on how well of a test taker students are instead of their intellect or understanding of subjects. Grades are also not very accurate because we don't know what the grades were based off of, whether they were more test focused or homework focused. Overall grades can't accurately represent the abilities of a student because one could have low grades only due to not having resources or time to complete homework on time or at all.

Mai-Vy, Chloe, Nina

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The chapters seem to validate extracurriculars only if there is a substantial fee attached to it. The extracurriculars accessible to children from low-income backgrounds are seemingly not valued or recognized as much as the ones done by children in higher income families. We argue that low-income kids still achieve a high level of involvement in physical and social events (e.g. involvement in school sports, volunteer work, religious/spiritual involvement, park/library activities, etc.) but it is not being valued.

-Patricia Avalos, Ben Hua, Camill Bagta

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Something we would have liked to see more of is more in depth of the affects of having parents who have had higher education experience versus those who have not. It was touched on but did not go too in depth. Having parents with high education level provides a huge advantage as they typically have more connections, knowledge and even the simple fact that they are able to relate to the toll that trying to get into a college can take. Other than that the reading does a really thorough job on touching on other causes of the achievement gap such as mental health, income, family relations, etc.
Kiara, Yensa & Gabe

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I'd like to highlight the footnote on Citation 22, "A general review of the literature..."
They bring out an important angle on the disparities present through research between single-mother families and the correlation between these families and their representation increase in income gap disparities. An interesting piece of data, I'd love to investigate more about the reasoning and the psychosocial relationship hidden behind the charts and graphs. It is mentioned how the data proves the single-parent families have significantly higher chances of a lower-quality childhood and I wonder what repercussions this has on the societal image of family foundations and constructions.
Kiara, Yensa, Gabe

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The way that higher-income students' situations were described was oversimplified. Individuals from higher-income families may also struggle with interpersonal issues and mental health issues. Also, we would like to point out that if you have parents that came from a low-income standing and worked their way up to a higher-income standing, the relationship to their children is different from the higher-income families. Their family dynamics and values would be different. This can affect these students' views of themselves, their relationship to others, and their stances on various aspects of society.

- Paige Cabar, Kiyara Long, Samantha Lopez, and Helen Mateo

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One critique that I have of this article is that oftentimes the statistics and graphs that are being used tend to be a bit outdated. Though the information may still be useful, applying this information to the present times can be a little inconsistent due to the variety of changes that society has gone through. (Elijah, Jacky, Jasmine)

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One expansion we would have appreciated would be elaboration on the link between maternal mental health and being low income. It is touched on in page seven, but we are still curious on what exactly that link is, more so than the fact that the link is there.

- marilyn hamm
- julie moreno
-ariana quijada
- nora morones
- isabelle hernandez

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"One study found that mothers' reports of their mental health were more positive after the Earned Income Tax Credit (EITC) program increased its payments to working families" (29).

We wanted to highlight this citation because it would be interesting to have actual specifics, such as how much the increase was and how they measured the change in mental health.
- Gam Cao, Miguel Herrera, Alexies Garcia

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A lot of the data seemed dated. (That being said, they did a good job adjusting for inflation). Also, they should have given Alexander and Anthony different names that didn't sound so similar - it got confusing (as demonstrated by our gif). Lastly, we feel that the authors hardly touched on race even though that is a central factor in the subject matter. It would have been nice if the author had included some data on ethnicity in the achievement gap.

Sammie & Violet

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The author mentioned maternal mental health. We wish they had also discussed paternal mental health.

Sammie & Violet

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We think that footnote 4 was pretty interesting. It talked about inputs vs outputs and how in theory that if there are high quality inputs (like food, shelter etc) there will also be high quality outputs. However, also in theory there are also chances that there are low quality inputs and they would have an equally high chance to produce a low quality output.

Ella, Gladys

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The writing style was clear and easy to understand (accessible). We appreciate how the author used real examples from studies and gave a lot of context to help us understand their point. The author also does a good job of pointing out the specific ways in which being low-income impacts students holistically (not just about school/academic outcomes) It helps us understand exactly how being low-income impacts students and how their circumstances end up impacting their school experiences.

-Patricia Avalos, Ben Hua, Camill Bagta

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On the other hand, we found this chapter pretty repetitive. The author over explained the correlation between limited financial resource and academic well-beings of students who come from families with humble background. Furthermore, the author rarely provided or suggested any solution to the proposed problem so readers can perhaps think about taking action. It needs more solutions!!

-minh nguyen, yueyue li, Mandolin Cai

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I really enjoyed the real-world example the author was able to express. It sometimes is difficult to read just data and statistics and get the audience to apply them to real people. It was not hard to understand the significant difference in opportunities that high-income and low-income students have. I appreciated the author pointing out that even the relationship between the students and parents is affected by these income discrepancies. Many neglect that the environment at home can have an enormous effect on student performance, regardless of the opportunities offered to the student at school.

Trinity