Friday, November 26, 2010

Tutoring Help for Young Students Prevents Problems, Including Crime, Later

Children from low-income, high-risk neighbourhoods are more likely to excel in school and less likely to commit crime if they become involved with programs such as tutoring help says a recent international report.
 
The extensive 150-page study by Queen's University in Kingston, Ont., was published this month in a journal by the Society for Research in Child Development, an international association representing researchers from 50 countries.
"Our main findings were that these children were doing better in school performance, had more positive outcomes in terms of their parents and had better relationships in their family," said Ray
Peters, lead researcher and a Queen's psychology professor emeritus on Wednesday.
Its finding report that not only does later crime decrease, but it is an investment that pays off both in terms of the cost of education as well as the cost to society.


"We found that by Grade 9, there had been already a positive return in the initial investment," he added. "There was also less use of special education, disability and welfare."  According to researchers, for every dollar originally invested in the program, the province received about $1.30 return in savings.


However, at the Jack Kent Cooke Foundation reports, these are exactly the children that are underserved in American schools.  Here are the terrifying numbers about how low income talented students fall behind:

• In elementary and high school, lower-income students
neither maintain their status as high achievers nor rise into the
ranks of high achievers as frequently as higher-income students.
> Only 56 percent of lower-income students maintain their
status as high achievers in reading by fifth grade, versus
69 percent of higher-income students.
> While 25 percent of high-achieving lower-income
students fall out of the top academic quartile in math in
high school, only 16 percent of high-achieving upper-income
students do so.
> Among those not in the top academic quartile in
first grade, children from families in the upper income
half are more than twice as likely as those from lower-income
families to rise into the top academic quartile
by fifth grade. The same is true between eighth and
twelfth grades.

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