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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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One part of Ch. 3 that was very enlightening was that the reading score gap can begin as early as kindergarten. This can be due to early factors such as how much their parents are involved in their life or what Pre-K they may have gone to. This goes a step farther with the fact that financial status can affect even young children.

-Isabel Breton and Megan Le

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The author explained both sides and how they had different experiences of students in schools. It also focused on different aspects of low-income students instead of just the academic side, but also health and psychological effects. The author also made it more interesting to reading because it was personal experiences of students rather than just data.
- Chloe Lin, Jocelyn Noyola, Chloe Huang

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"Part of the reason is that school quality itself has been affected by rising income equality." (33)
The thing that this fails to include is that teachers in well funded and private institutions might not be part of the crowd of teachers that are battling for better pay. When this is factored in, it is no surprise as to why school quality is correlated with the rising income inequality. When teachers are well taken care of, they have much more initiative to go the extra mile for students in situations where they might otherwise look the other way.
Brian Bustos & Moubark Alkharafi

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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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Our group discussed the remarkable observation during the study of Harold's younger sister. A child is worried about others' needs when asked what she would do if she had a million dollars. This explains her state of mind and how she can understand that having so much money, like a million dollars, can help your family financially. This can affect a child's ability to focus in school if they worry about their family's financial situation. Children shouldn't be concerned about their family's financial situation, but it is hard to avoid for them to see when they are living their real lives struggle and observing their families. An example of how low income can affect achievement in academics.

-Stephanie Rodriguez
-Isaac Kuo
-Ren Zheng
- Raymond Tran-Nguyen

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We liked the specific anecdotal evidence used in the book. We felt it better demonstrates that everyone's experience with achievement gaps is different and that there is an interplay of different familial factors. It shows that one cannot get the full story from just looking at statistics, and that each student and their families have unique stories. We also liked the use of graphs that supported the study.
Ahtziri Holguin, Leslie Ramirez, Glory Vo, Emily Dang

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Something that we think was done well in this chapter is the use of multiple subjects in their research. The authors made sure to not only pick students from the poorest and richest families but also included someone from in between.
Martin Ruiz, Richard Herrera, Carlos Ibarra

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Our group thought that a major critique of Chapter 3. Family Income and School Success In "Restoring Opportunity" was that the author compared students from extremly different backgrounds one being from the very upper middle class and one from the lower class and didn't talk about where most families reside in the middle ground. It fails to represent the vast majority of students who are affected by the achievement gaps.

Sevanna Shaverdian, Sophia Casillas, Ashely Lucia, Skye Yoon, Kendra Macdonald, Ellaina Samimi

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The reading highlighted the privileges that the wealthy have such as affording extracurricular activities, private tutors, food on the table and being present. It shows the stark contrast with the character of Anthony who lives an opposite life compared to Alexander despite being the same age.
- Ashley Rodriguez and Paulina Ponton

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I enjoyed how on page 27 the author put in perspective the impact of the income gap by including children's thoughts. Reading how Harold's sister would fund her family's needs should they have a million dollars. This seeps into their future, as they will begin to focus on becoming providers for their families versus focusing on their education and advancement.
- sarah perez

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Susie Chea & Naomi Pleitez: We praise that the author includes the stories of students of color. The author highlights the mental health and social problems that these students experience due to disparities in income, socioeconomic status. We also would like to praise the author in recognizing the role of parents when it comes to supporting their children and their academic endeavors.

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The author provides authentic examples to show the difference in life that relate to children's education for different SES, and the author is not only focus on the richest and the poorest people as the subject, he also find some people is in between. Also, the example that the author provides is mostly what people always looking at. Such as Neighborhoods, school districts, other tutors/lessons outside the school, and expensive activities.
-Zhengyu Huang, Ran Ji, yixuan Chen, Qingyu Luo

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It stood out that upper-middle class students often have the support of their parents while lower class student don't have as much support and this support really can dictate the success of their future education. Also, not having stress from the home environment really helps a student to pay attention more in class. The amount of variation in the text regarding upper-class versus lower-class students really helped to emphasize the differences. Finally, there was a point about how money is used drastically different between upper class students and lower class students as upper class students were using that money for extracurricular activities while lower class students had to use it for basic necessities such as food.

- Elizabeth, Alondra, Justin, Jazmin, Annie (Yen-Yi)

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The environment at school really influences the way a child would succeed in their education. If school is a place for them to distract themselves from what is going on at home, they would be able to give their full attention to what they are being taught. Sometimes kids struggle to turn off their thoughts on what is going on back at home if school does not have any stability as well. 

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The environment at school really influences the way a child would succeed in their education. If school is a place for them to distract themselves from what is going on at home, they would be able to give their full attention to what they are being taught. Sometimes kids struggle to turn off their thoughts on what is going on back at home if school does not have any stability as well. 

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- Katie Calderon

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The reading included not only charts and graphs to visualize the income achievement gap but there were a lot of anecdotal situations included that really gave various perspectives on the situation. Authors also discussed the need for money when it comes to access to extracurriculars but it also requires time which many poorer families do not have. Another interesting point brought up is how stress and mental health also plays a role in achievement especially with mental health disorders and familial relationships, this is something often times not emphasized.

- Mariam Liset Bonfil, Guadalupe Jauregui, Elina Dern, Stephanie Samame, Samantha Delacruz

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Our group found it immersive that took 2 students journeys and it was very specific. It made it feel more authentic and also gave us another perspective. We also enjoyed how it made us be able to understand more from an emotional perspective.

We also talked about how racism impacts student performance, and the psychological impact it may have on performance.

Lana Nguyen
Amy Olide
Sarina Hokari
Kenneth Phan
Adrian Contreras

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The structure was helpful. The categories gave a broad picture which was nice. The graphs were also helpful. We also liked how the author gave specific examples of cases where people may be in similar age cohorts but have very different lives. For example, Alexander and Anthony are boys of the same age but Alexander have so much more opportunity because of his high socioeconomic status.

-Jazmine Hernandez C., Anaya Sharma, Jovanna Felix.

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Our group appreciated all the examples of the different children and how their race, living situations, and economic status varied. Each perspective highlighted the different experiences that each student has.
We also liked how they focused an entire section on mental health and stress, and how these areas affect students in poverty more than students of high-SES. These students are worrying about getting their basic needs met (food, housing, etc.), which influences their cognitive ability and capacity to learn and focus on school work.
Paloma Cole-Gutierrez, Hannah Cheung, Kaitlyn Lo, Shannon Wu

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My group mentioned that we enjoyed how the authors included actual anecdotes of each student and their difference in backgrounds. Seeing how each family differed in amounts of money invested in their children and the contrast between their end goals was interesting to see. For example, seeing how Alexander and Anthony ended up in such different places due to their family's finances and the extracurriculars they were/weren't able to participate in was eye opening and put a concrete meaning to what it means to be able to afford these privileges.
- Kris Ng, Selina Pan, Valeria Reyna, Madison Empalmado, Ashley Kang

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We loved the reading, and thought it was easy to follow, but we wished the author would have elaborated more on some of the finding they found. For example, they talk about how crime and violence impacts a child outcome negatively, but they don't elaborate more on.
-Jasmine and Fatima

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Something that stood out to us was the impact that generational resources played in a child’s development. In this case something like being able to access something simple like kindergarten could play a massive role in reading scores, or having parents with good educational backgrounds could skew a child’s development by showering them with extracurricular activities.

-Muyin Wu, Qiran Wang, Hao Yin, Nathan Dinh

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The mental health of the parent for example the single mom talks about how income has an effect on her mental health.  The household difference in sharing a room and having their own spaces.

-Katy Montiel and Grace Edwards

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One thing that made it easier to understand was all the amount of subjects used in the research. This was done through comparison. The author explained the lives of low-income, middle-class, and higher class individuals. This was beneficial as it gave us different viewpoints. It makes it much easier to understand. They also provide visual images of their data. The examples are vivid and easy to understand.
-Ayush Patel, Toby Ye, Mingyi Wang

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They successfully compared the differences between white and Black students. It also showcased the wide spectrum of people's educational experiences based on their home life and the resources available to them. It really showed the income achievement gap between the two students.
-Shaylee Cienfuegos, Mary Santos

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We would have liked to see more comments on the fact that standardized testing is often not a good indicator of one's intelligence. From the reading it seems all of these studies were conducted using only tests and do not take into account other factors that can measure how well someone does in school.

-Isabel Breton and Megan Le

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I wish the reading would go more into how income gaps still impact the student/child well into college (if they are able to attend) and their perception of their belonging in higher education and financial security while a uni student.
-sarah perez

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It is interesting to note that the author connects to the topic of nutrition and highlights how lack of food and nutrition student's education. Not a lot of book mentions student's health issues, and it is grateful to notice how the author connected student's nutritional issues to their educational outcome.
Elise Kim, jasmyn flores, elizabeth Reid, Maria Galicia, Amaya Aladross

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A critique we have is that the study focused on money the majority of time instead of contributing the results to many factors that affect a student such as mental health.
Martin Ruiz, Richard Herrera, Carlos Ibarra

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Critique
We wish that there were more examples discussing the cases of middle class students. There are really good examples of really wealthy or really poor students but it would be very interesting to see how middle income students differ in their experiences.

My group disagreed with the wording used in page 28. The author mentions that "cognitive and behavior problems in school can consume disproportionate time and school resources" which in return reduces the classmates' learning. However, instead of going into depth about how this is an institutional issue, the argument just ends there, making it seem that it is the low income student's fault for having issues and "taking up too much time."

- Valeria Reyna, Madison Empalmado, Ashley Kang, Kris Ng, Selina Pan

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The reading did a good job at following children throughout their education not just focusing on young kids. They pointed out different stages in education and how the gap between groups progresses.

-Raquel Gomez,
-Arturo Estrada A.
- Mark Anthony Martinez
- Tai Huynh

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The book is filled with a lot of supporting statistics that validates the points made in the book. Especially because the author explained many reasons as to why children of different socio-economic statuses perform differently in the classroom. The book was also able to engage the audience better by using storytelling techniques such as Alexander's situation, which will allow readers to understand the situation better without being instantly bombarded with statistics.
-Angeline Gultom, Emma Browning, Patrick Brennan, Tyler Merrill

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On page 29, a lot of the focus is on the effects of a parent suffering from poor mental health on students in school. I like how the reading attempted to connect this to the EITC program. Finding a correlation between a problem and an actual policy is an effective way of conveying a point.

Jason Henkel
Manulya Gunasekera

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It was enlightening to read about the difference lifestyles of students mentioned in the reading: their overall family struggles, income, and living situation. Also how the living and educational environments of the parents affect their own children and their future. It was helpful how the reading has subheading about different factors contributing to the achievement gap.

-Daliana Solis, Hannah Yang

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A critique we talked about how mainly mentioned people from low-income communities and the upper class, but not so much about the middle-class communities. I think it would also mention them because they are not being represented. I would've liked the author to elaborate more on their findings.

Shan Xia & Ariadna Gonzalez

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Critigue/question

The author was mainly focused on solving poverty through education but from sociology perspective, poverty is not only caused by lack of education but also due to various historical and social factors.  In addition, the comparison of the families author mentioned in the article was too typical to be presented. And the situation nowadays is slightly different than ten years ago.

-Qingyu Luo, Yixuan Chen,Ran Ji, Zhengyu Huang

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Our group would've wanted to see a perspective from a student whose in the middle or maybe not on the extreme ends on the students mentioned.

Lana/Amy/Kenneth/Sarina/Adrian

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On page 9 of the Duncan and Murname reading, confusion arises regarding how synonymous low-income and single parents are. An explanation would have strengthened their argument. There are a lot of empty arguments, they often provide statistics without any organic arguments.

-Luis Soria Orozco, Vanessa Rodriguez,
Trevor Vahan

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The reading used lots of real world example to show the topic. It made the reading feel more authentic and provides different point of view for the readers to understand better. By using real world examples, we were able to see how what we are learning plays out in the real world. It isn't just about the statistics of who is doing better or not but it is about each student's narrative. Especially when the author talks about the role that parents come in in support, it can really connect part of the audience to the raeding as well. Some of us were able to relate to the narratives in the story deeply and it enabled us to conceptualize our experiences.

-Stanley, Madison,

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Since the authors of Restoring Opportunity study economics, they were able to provide an interesting and unique perspective to the income achievement gap because they are able to provide numerical examples from their research about money and income differences which I found helped my understanding of the topic.
(David Beam)

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Susie Chea & Naomi Pleitez: There are moments in the chapter where we feel that the author should elaborate on. For instance, the author briefly discusses the mental health and social problems that students of color experience due to income disparities. However, it seems as though the author does not explicitly discuss the "why" or all the possible causes/reasons behind it. It suggests that the author believes that the causes are obvious, but it's important to explain them. We also would like for the author to assess the Board of Education with a critical eye.

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Our group really enjoyed how Duncan included visuals and graphs in the article to better visualize the statistics that was mentioned in the chapter. It was also great that Duncan talked about multiple areas that effected the achievement gap, such as income, parental education, etc, and then tied these subject to each other to synthesize their idea. In addition, Duncan used real life examples / stories that made this chapter more specific and easier to understand.

Emily Malinowski, Xinning Gao, Kassie Kim, Charity Lin, Angie Coyote-Acte

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The reading heavily judges the low-income community. It only demonstrated the disadvantages that they have instead of showing some of the good qualities they might have opposed to their counterparts. For example on page 28 it gives the idea that low-income families have poor parent child relationships due to the stress of paying bills etc.. when in reality low-income families have just as good relationships as high-income families.
Ashley Rodriguez & Paulina Ponton

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We felt that some ideas were brought up without sufficient elaborations (eg. maternal mental health). There was also a sentence about students with cognitive and behavior problems that we thought could have been reworded. The current wording seems to have a negative connotation that places blame on the students, rather than recognizing their problems as a symptom of their society.
Ahtziri Holguin, Leslie Ramirez, Glory Vo, Emily Dang

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On page 31, the author states that "parental education levels probably matter mire than family structure and income". This is a big claim without evidence and he just said "probably". Instead, the author could have supported their claim with a graph or some sort of evidence.
-Jazmine Hernandez C., Anaya Sharma, Jovanna Felix.

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Our group discussed how it was helpful that the authors covered actual anecdotal experiences of students in order to better explain the the problems the author is outlining. Issues such as the skill, behaviors, and income gaps and the problems that arise because of it may be hard to put into perspective and having real-life examples of the effects these social problems have is really useful for understand the issues.

- Kalman Wong and Alessandra Bravo

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There was a quote that stated that children with cognitive and behavioral problems were reducing their classmates learning (pg.28), and the way it was worded sounded as if they were blaming the quality of learning solely on the students with these problems. And we feel like it takes away from actual structural issues when it comes to how schools accommodate students with these problems.

-Mariam Liset Bonfil, Guadalupe Jauregui, Elina Dern, Stephanie Samame, Samantha Delacruz

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Our group thought the author talks about the hidden advantages that middle-class and upper-class students have over their low-income classmates. It also talks about how important it is to bring these advantages to light so that they don't make classrooms even more unequal. The author says that teachers should focus on the strengths of the communities and neighborhoods where their students live and question the status quo in a system that keeps inequalities going. It is a part of being a good citizen to make sure that all students can imagine lives with a lot of hope.
Jiani Cheng
Yiqun Shi
Xinyu Guo
Huijun Liu
Zoe Zhu

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We felt that there was a lot of personal anecdote in this reading, which is not always the most effective for complex questions such as what is the main driver of inequality in schools. We felt that answers derived from hard data, which the article did have a lot of, help shed a better light on these type of issues.

Jason Henkel
Manulya Gunasekera

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We enjoyed that the other used multiple families and different examples not just focusing on one child or two children and comparing those two. We like that she did talk about something other than income such as extracurricular activities, anxiety, stress, food, having a job, parental involvement, and more.

Sevanna Shaverdian, Sophia Casillas, Ellaina Samimi, Ashley Lucia, Skye Yoon, Kendra MacDonald.

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One thing we found particularly enlightening in Chapter 3 is the author's in-depth analysis of the relationship between family income and school success. By using relevant evidence to formulate solid claims, we are able to clearly understand the length of the achievement gaps between high and low-income families. For example, on page 23, the author mentions that "95 percent of students from families in the top quarter of the income distribution graduated from high school, as compared with only 64 percent of those from the bottom quarter." When reading this segment, we can easily acknowledge the positive relationship between family income and academic success, as students from high-income families are graduating from high school at a higher rate than students from low-income families. Therefore, by using relevant evidence to compare/contrast the academic success between high and low-income families, the author allows us to easily recognize the claims being made.

Moubark Alkharafi & Brian Bustos

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Our group have noticed that the author mostly talked about the high-income and low-income students, but failed to look at the middle class students. For instance, we also noticed that the achievement gap was mainly focused on wealth and money instead of race and socioeconomic status
Elise Kim, Jasmyn Flores, Elizabeth Reid, Maria Galicia, Amaya Aladross

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One critique about the reading was that it was too focused in on individuals and not how society could contribute to the outcomes of the students. There's not a lot of information on how the government or schools could have regulations or have workshops where teachers can learn how to support diverse students.
- Chloe Lin, Jocelyn Noyola, Chloe Huang

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The author provides some great arguments about the differences between low-income and higher-income students. What we appreciated was the providing of statistics that back up some claims. The achievement gap is clear and backed up with evidence of disparities between students of different socioeconomic status.

-Luis Soria Orozco, Vanessa Rodriguez, Trevor Vahan

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The author successfully pointed out that schools may not be able to address the socioeconomic inequalities that students like Jennifer and Chantelle face, but they can take steps to address disparities in achievement. This includes modifying school size, student-to-counselor ratios, academic tracking, and academic support processes. These factors contribute to the achievement gap and can be modified to create a more equitable learning environment. It emphasizes the importance of modifying school structures and practices to create an environment where students of all backgrounds can thrive.

-Ariadna Gonzalez
-Shan Xia

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We really liked how the author talked a lot about the upper- and lower-classes in detail, but the author didn't talk as in-depth about the middle-class. We were wondering: how does the middle class play into the achievement gap, if at all? Does the middle class have experiences more similar to the upper- or lower-class?
Paloma Cole-Gutierrez, Hannah Cheung, Kaitlyn Lo, Shannon Wu

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Something I really liked about the chapter was how they included statistics about the gaps between reading achievement and school engagement with anti-social behavior and mental health issues. This really showed how all these factors can be connected. For instance, someone can have low reading achievement and low school engagement because they may be facing problems at home affecting their mental health.
-Lesly Silva

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One critique that my group has is that we did not agree with the relationship that the author talked about that said that your socioeconomic status impacts how social a student is in the classroom and then that affects the academic success of a person. It was hard for us to think about that correlation and did not think that someone who is not wealthy has to be shy and therefore does not do as well in a classroom environment.
- Emma Browning, Patrick Brennan, Tyler Merrill, Angeline Gultom

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The emotional support parents gave to their kids and how that can relate to school success.  For example, it seemed that for all of the children, the parents had jobs where they were able to be home for dinner. What happens to the child if they do not have a routine if the parent is consistently there and how does that affect the child’s academic performance?

- Katy Montiel and Grace Edwards

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Our group discussed the impact of family income on children's education, and in the chapter 3 article, we also mentioned the idea that the education of rich families will keep getting better because of more resources, and the opposite is true for poor families.
-Yinxiong Ye
Yining Yang
Yiming Zhang

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I understand that this chapter in particular was about how family income affects student success, some mention of how race is involved would've been beneficial. Since these factors are closely related both on their own and when looking at student success, this would've been interesting to read about.
(David Beam)

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We feel that there could've more representation in between races. Maybe the author could've found another African American family that was better off than the other two families so we could see how the income achievement gaps affect African American families in comparison to each other AND in comparison to white people. Having two extremes with two different races really helps show the difference but it'd be useful to see what's in between those ends of the spectrum.
-Shaylee Cienfuegos, Mary Santos

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A critique would be that middle class struggles and issues are not emphasized enough in the book. Families who make just above the poverty line but not enough to be financially stable are considered. Also that generalizing that financial hardships correlates to bad family relationships.

-Hannah Yang, Daliana Solis

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It only mentioned Black/Hispanic students and doesn't bring up Asian American students as much. Also, it really only mentions the upper class and lower class but fails to critique the middle class and their educational situational. Additionally, it only draws on the negative aspects of being lower-income but fails to mention the successes of the lower-income people.

-Elizabeth, Alondra, Justin, Jazmin, Annie

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It felt like some of their arguments were lacking evidence For example the argument at the bottom of page 27.

-Raquel Gomez
-Arturo Estrada A.
- Mark Anthony Martinez
- Tai Huynh

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standardized testing is not the best way to measure student learning.
-Jazmine Hernandez C., Anaya Sharma, Jovanna Felix.

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The reading only contains two samples, and its scope is too narrow and does not fully cover the whole careers. For instance, the author only focus on the educational level of each parents but exclude the consideration of the resources each child can reach. It seems like an asymmetric comparison. Moreover, the author neglect the mental health problem for each character which have a significant effect.
-Ayush Patel, Yueting Ye, Mingyi Wang

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Although I enjoyed how the chapter included how mental health correlates to other factors shown in the graphs. I wish they had included students personal experiences on facing mental health issues and how this affected their education. I feel as if this would emphasize how important mental health correlates to other factors like reading achievement and school engagement.
-Lesly Silva

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One critique my group had about this reading was the lack of discussion of students who may not necessarily fit in the lower and upper class (especially in the top and bottom 20%). The differences are definitely shown between these two groups, but where is the line? Is there a group of people whom these different factors not have a large effect at all? If so, would they be considered the "baseline student" of some sort? If not, why not?

Alessandra Bravo and Kalman Wong

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We really want the author to go deeper in some topic so that the readers can better understand. The author tends to provide information without deeper descriptions. For example, the reading didn't talks about how the school and government should change to support those diverse students.

-Stanley, Madison

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Our group said that this chapter did very well identifying what effected students but did not go in specificity into how it effected students and some solutions. For example, in the section where Duncan talks about mental health. Duncan focused the fact that mental well being can allow students to do better in school, however did not go into detail in some solutions ways that educators are helping students achieve better metal well being in institutions in order to decrease the achievement gap.

Emily Malinowski, Xinning Gao, Kassie Kim, Charity Lin, Angie Coyote-Acte

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Although the text was very insightful in understanding the achievement gap by income by giving real-world examples and breaking it down to the core, I feel that it is still narrow in its study. As in, the authors only write about the distinction between the poor and wealthy classes. However, how are students from the middle class affected? The middle class is vast and varies in income, where not every middle-class family is in the same or even similar financial situation. So, how can we account for these differences? How does it compare to the more disadvantaged or more affluent classes?
-Madison, Stanley

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The reading specifically anayzes how the difference in income contributes to the uneven distribution in education. However, this is a complex problem which should consider various aspects; it is better to get more comprehensive analysis. Moreover, it is better if the passage uses more graphs to make its data be more understandable.

-Muyin Wu, Qiran Wang, Hao Yin, Nathan Dinh

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I liked how the author included specific examples of how different families differ based on class. This gave a clear image on how some students that come from higher class families have more opportunities to participate in extracurriculars such as sports while other students do not get these opportunities. Low-income families cannot afford such activities, and sometimes they can't even afford the time to sit with their kids and help them with their homework because they need to keep working to make ends meet.
-Aracely Blanco