According to the Achievement Gap Initiative at Harvard University: “The best available evidence indicates that children of different racial and socio-economic backgrounds come into the world equally equipped to excel… However, by age three, between-group skill differences are clearly in evidence. Later gaps in school readiness are firmly established by the first day of kindergarten.”
Talking and reading with small children are two parental musts that are often lacking in low-income homes. A third factor, as I noted in my post about “The Other Wes Moore,” is the establishment of high expectations.
Meet Angie, who was born poor and under the influence of the drugs in her mother’s system. Raised by her father, she proceeded to thrive because he was determined that she would be all she could be from day one. Talking, reading and high expectations are a large part of her story.
She relates, “My father read to me and I received speech therapy to help overcome stuttering and slower-than-normal language acquisition. I didn’t understand the reason for these early language experiences at the time but they probably explain my affinity for reading and writing. As a preschooler, I learned to read by memorizing the words of book after book, and by age 8 my speech problems had been conquered. By age 10, I had read Shakespeare. Although I had far from comprehended all that I read, spelling and reading became second nature to me.”
Although it was the early home environment that set the scene for her success, it was her kindergarten teacher who first accelerated her. “I never considered what this acceleration meant in terms of aptitude. All teachers after that advanced me. I first became aware that I was considered academically talented when I was in eighth grade. My guidance counselor approached me about Talent Search, and six months later, I was taking the ACT. I had never heard of such a test, and even after I received my scores, I didn’t expect to hear much about it again. I figured someone somewhere was testing my academic limits for a giggle and never expected it would amount to much. I was mistaken.”
Mistaken is an understatement. At age 13, Angie had received a perfect score on the ACT English test. Going from a fragile beginning in which her language-acquisition skills were delayed to a perfect English score on a college admissions test while still in middle school was an accomplishment in which her father rightly took great pride and joy. I met Angie at this point, and worked with her through her high school years. I’m happy to report that now, as a college graduate, she continues to seek opportunities that match her abilities and interests. She says, “When more opportunities came along, I jumped at every chance. My (early) experiences had given me the courage to open new doors. The catalysts in my life were important to where I am today. Cumulative advantage cannot occur without a beginning. Of the future, I know it will build upon early advantages. I know there’s a way to bring my passions to other people and that words are important. I am living in that spirit right now and will continue to live in that spirit.”