The report describes data that indicates a child’s socio-economic status will be a primary determining factor in whether or not s/he has access to quality early math exposure and experiences.  Furthermore, her research reveals that schools in communities that serve lower SES populations are of a “systematically lower quality” than their middle class counterparts.

The report also indicates that children who experience multiple risk factors such as poverty and language barriers are less likely to have access to quality early childhood education.  She describes children who come from “linguistically isolated households” to be at great risk. These are children who live in homes where the primary language is not English, nor is it a language that is common to the community or neighborhood.  These homes become a “pocket” that is removed from the services and opportunities of the community.

Next week, I will continue to discuss the Early Math report.  There is so much more to explore and think about…

This report is a result of that work.  Over the next couple of Tuesdays, I am going to pull out some of the most interesting and useful information for you, the providers of care and education.

Take a look at the report in its entirety when you have a moment.  Next Tuesday, we begin.