Compensatory Education Aims to Address Cultural Disadvantage by Providing Additional Funding Eğitim Bilimleri Araştırmaları Dergisi Dergi ana sayfası Amaç ve Kapsam / Aim & Scope Yazım Kuralları / Author Guidelines Arşiv / Archive Editör Kurulu / Editorial Board İletişim / Contact Gönderim Kuralları / Submission Guideline Dizinler Telif / Copyright Açık Erişim / Open Access Policy Yayın Ücreti / Publication Fees Short Communication - (2022) Volume 12, Issue 6 View PDF Download PDF Compensatory Education Aims to Address Cultural Disadvantage by Providing Additional Funding Steven Rathgeb*   *Correspondence: Steven Rathgeb, Department of Educational Measurement, University of Pamukkale, Turkey, Author info » Introduction Compensatory education is a mechanism of social stratification that combines cumulative benefits and Path dependency. In this article, I first discuss the theoretical underpinnings of compensatory benefit and path dependency mechanisms and the methodological challenges that complicate the identification of their effects. Then I introduce practical demonstration of using a theoretical benefit-sharing framework with a discontinuity regression model estimating the probability of continued promotion in an elementary school in France. The results show that students were born just before the elementary school enrolment deadline older students who start school as the youngest in their class are at higher risk of repeating a grade. As theoretically predicted by the Counterbalancing Advantage model, students from higher educated parents are at significantly lower risk than students from lower educated parents. School performance. Description The harmful effects of poverty on children’s educational attainment and well-being are well documented. Children growing up in poverty are more likely to suffer from health problems Developmental delays and emotional and behavioural problems compared to children from wealthier families. At school, children and young people living in poverty are more likely to repeat grades, be expelled or suspended, get the worst grades and drop out of secondary school. Although more research is needed to understand the overall dynamics and impact of poverty, there is also evidence that the level, duration and duration of poverty are important factors. Especially children living in extreme poverty or those who have lived below the poverty line for many years seem to suffer the worst effects. The effects of poverty in kindergarten and early school also appear to be more damaging than the effects of poverty later in life. Family systems theory has applications in social and behavioural research and Practice understanding how family life works. The social group that seems to be the most universal and pervasive of human behaviour is the family. All states have child care laws or licensing standards Service providers must meet to legally operate in the state [1-4]. Conclusion These laws are the basic standard and focus primarily on protecting children from harm rather than supporting a child’s early development and learning. While these standards are extremely important to the well-being of children they reduce the risks associated with inadequate supervision, poor building and sanitation standards and unsafe practices they do not take into account the general needs of young children. Therefore, compliance with license requirements is for reference only to ensure Basic components required for operation, no indication of the quality of the program. In addition, states have different requirements when it comes to determining exactly which providers must be licensed, often making exceptions for programs based on belief or absolute numbers Children looked after. As a result, a significant number of children participate in unlicensed programs that are not even required to meet the minimum licensing standard. Acknowledgement The authors are grateful to the journal editor and the anonymous reviewers for their helpful comments and suggestions. Declaration for Conflict of Interest The authors declared no potential conflicts of interest for the research, authorship, and/or publication of this article. 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[Crossref] [Google Scholar] [PubMed] Author Info Steven Rathgeb*   Department of Educational Measurement, University of Pamukkale, Turkey   Received: 30-Nov-2022, Manuscript No. JESR-22-87289; , Pre QC No. JESR-22-87289 (PQ; Editor assigned: 02-Dec-2022, Pre QC No. JESR-22-87289 (PQ; Reviewed: 16-Dec-2022, QC No. JESR-22-87289; Revised: 21-Dec-2022, Manuscript No. JESR-22-87289; Published: 28-Dec-2022, DOI: 10.22521/JESR.2022.12.30 Copyright:This is an open access article distributed under the terms of the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. Online Paper Submission»