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Abstract
Opportunity to learn reflects the quality of resources, school conditions, and curriculum necessary to enable students to achieve. It has long been recognized that such opportunities differ significantly for low-income students compared to their middle-income peers and contribute powerfully to education inequities across our country. This article provides three examples from research that attempt to change these odds to provide resources, ambitious curriculum, and avenues for parent engagement, which respect families and their influence on children’s outcomes. Based on an ecological perspective, it demonstrates that when structural inequalities are minimized, children are given a fighting chance.
Keywords equity, early literacy, reading, early childhood
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