摘要：The achievement gap between children of families in the highest and lowest income groups in the United States has been widening steadily in recent years.1 There are two primary theories explaining the link between socioeconomic status and children’s achievement. One theory suggests that economic hardship leads to parental stress, which in turn affects parental mental health, family interactions, and ultimately children’s achievement.2 An alternate model suggests that limited economic resources restrict parents’ ability to invest in children, and thus hinders children’s educational attainment.3 Recent studies suggest that in addition to families, school settings play a key role in the widening achievement gap as children progress through school.4
