Children’s Access to Print Material and Education-Related Outcomes: Findings From a Meta-Analytic Review
One major emphasis of federal education policy since 2001 has been the effort to reduce and eliminate gaps in academic achievement among children of different racial/ethnic groups and children of families of different economic strata. One possible remedy is to make sure that children of low-income families have access to high-quality, age-appropriate books. Having books can facilitate children’s reading and shared reading between children and their caregivers.
As compelling as the argument favoring increased access to reading materials to children of low-income families may be, in the current policy environment, policymakers need more direct evidence that budgetary support for these programs is actually making an impact on children.
AIR conducted a systematic review and meta-analysis to examine whether the efficacy of such programs is supported by direct evidence.
