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The text proposes six policy recommendations to reduce disparities by expanding both material and human supports, strengthening preschool and library-based mentorship, and improving early reading opportunities. It emphasizes parent involvement training, computer training and assistance, and guided use of technology so digital resources support literacy development rather than remaining underutilized.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/dont-level-the-playing-field-tip-it-toward-the-underdogs-policy-recommendations/592441/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/dont-level-the-playing-field-tip-it-toward-the-underdogs-policy-recommendations/592441.png","ImageObject",300,407,{"name":92,"@type":93},"McGucket","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What core problem does the research address?","Question",{"text":112,"@type":113},"It describes how contrasting ecologies of affluence and poverty contribute to disparities in the development of information capital, driving growing polarization.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why doesn’t “leveling the playing field” automatically create equal opportunity?",{"text":117,"@type":113},"Equalizing educational resources across communities does not guarantee equal opportunity, so additional targeted supports are needed for students in poor neighborhoods.",{"name":119,"@type":110,"acceptedAnswer":120},"What is emphasized for improving reading outcomes?",{"text":121,"@type":113},"The text stresses parent involvement training and adult-guided support, including mentoring and structured use of technology, to build skills for successful reading from early childhood.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},592441,1792855211,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24,"preview_page_count":4},1236954412713,"https://us-avatar.wpscdn.com/davatar_29158cc5080c5b710cf443261637dec0","Don’t Level the Playing Field  \nTip It Toward the Underdogs  \nOur research describes how the contrasting ecologies of affluence and poverty contribute to disparities in the development of information capital. To reverse the growing polarization between the so-called havesand have-nots, here are six policy recommendations, recognizing that they represent only a beginning to a much-needed process of serious thought, reflection, debate, and action.  \n1. Unlevel the Playing Field: Too many government programs, like Title i, as well as foundation efforts are aimed at “leveling the playing field,” giving high-poverty students a leg up by equalizing educational resources with more affluent communities. Today, the “comparability” provisions in federal and state funding programs, for example, are still the tools that officials use to ensure equal educational opportunity among lower-and higher-income students. But as we have seen, equal communitybased resources do not create equal opportunity. We need to provide more resources and additional supports to students in poor neighborhoods. As a policy strategy,“resources” are most frequently defined as extra funding. Surely, additional funds targeted to more computer and internet resources in the Badlands would help make up for the fact that most of the neighborhood students do not have high-speed internet access at home. however, additional targeted human resources are needed as well. Placing more adult mentors in the preschool area in libraries is just one type of additional support that could have enormous implications in the amount, type, and quality of early shared reading. Using technology specialists to create and guide children through knowledge-centered internet  \nThe main article and this sidebar are  \nexcerpted from Giving Our Children a Fighting Chance: Poverty, Literacy, and the Development of Information Capital by  \nSusan B. Neuman and Donna C. Celano. Based on 21 studies conducted over 10 years in two neighborhoods, it offers a new lens on  \nthe achievement gap—and the need for both school and community solutions.  \nenvironments is another type of additional support. Training assistants to craft opportunities for more intensive engagements with resources (no more random flipping and clicking) is crucial for these children’s further learning. Whether through mentoring, additional adult involvement, more challenging and culturally relevant learning opportunities,  \naccurate decoding, and fluent reading, all the way to the most advanced forms of reading to learn and constructing meaning from multiple texts. We need to help parents understand the crucial role they play in children’s early lives. Parents are not just disciplinarians, backup teachers, or homework completers; when they have the necessary knowledge and skills, they are  \nEqual community-based resources do not create equal opportunity. We need to provide more resources to students in poor neighborhoods.  \nor higher-quality parent-child interactions, the goal should be to compress more experiences and practice into the time available.  \n2. Parent Involvement Training: Nearly ubiquitous, the story hour in libraries has introduced millions of youngsters to the joys of reading and listening to stories. But the story hour could do more: there is an important role for librarians and teachers to play in training parents in the skills associated with successful reading. in our experience, parents in the Badlands wanted to provide children with a good start; however, they often didn’t know what they could do to help.  \nhelping parents understand which skills and capacities children will need to become successful readers builds social capital. Such knowledge helps parents make judgments about what kinds of language and literacy experiences to look for in preschool and child-care settings, what to look for in initial reading instruction in kindergarten and the early grades, what to ask principals and others who make decisions re","cbCaihESOVjbJqY4","https://ap.wps.com/l/cbCaihESOVjbJqY4","pdf",126966,"English","# Policy Recommendations\n## Unlevel the Playing Field\n## Parent Involvement Training\n## Computer Training and Assistance","[{\"question\":\"What core problem does the research address?\",\"answer\":\"It describes how contrasting ecologies of affluence and poverty contribute to disparities in the development of information capital, driving growing polarization.\"},{\"question\":\"Why doesn’t “leveling the playing field” automatically create equal opportunity?\",\"answer\":\"Equalizing educational resources across communities does not guarantee equal opportunity, so additional targeted supports are needed for students in poor neighborhoods.\"},{\"question\":\"What is emphasized for improving reading outcomes?\",\"answer\":\"The text stresses parent involvement training and adult-guided support, including mentoring and structured use of technology, to build skills for successful reading from early childhood.\"}]","Don’t Level the Playing Field - Tip It Toward the Underdogs - Policy Recommendations | PDF",1792074590]