Table 7 p.43 is the list of "cognitive" and "non-cognitive" skills. Figure 12 p.46 shows the "enrichment activities."
From these the conclusions should not be surprising. "Reading a book" and attending a "before or after school program" may help with the non-cognitive skills, but those are only 10% or so of "enrichment" time, and the only non-cognitive skill homework (unless it has changed greatly from my day?) would significantly help with is "Demands a lot of attention."
(silly authors: enrichment isn't meant to develop skills[1], it's meant, by choice of enrichment activities, to develop the sorts of people the children think are "one of us" as young adults, to influence whom they will hang out with, whom they will date, etc.
In Brave New World this starring of sneetches is managed in infancy by hypnopaedic suggestion:
"… all wear green," said a soft but very distinct voice, beginning in the middle of a sentence, "and Delta Children wear khaki. Oh no, I don't want to play with Delta children. And Epsilons are still worse. They're too stupid to be able to read or write. Besides they wear black, which is such a beastly colour. I'm so glad I'm a Beta."
There was a pause; then the voice began again.
"Alpha children wear grey They work much harder than we do, because they're so frightfully clever. I'm really awfuly glad I'm a Beta[2], because I don't work so hard. And then we are much better than the Gammas and Deltas. Gammas are stupid. They all wear green, and Delta children wear khaki. Oh no, I don't want to play with Delta children. And Epsilons are still worse. They're too stupid to be able …")
[1] I like the french idea of "education" (education), as having components not only of "how to" (savoir faire), but also of "how to live with others" (savoir vivre) and even of "how to live with oneself" (savoir être).
[2] the list of "non-cognitive" skills also shows a distinct bias towards (in Brave New World terms) Beta-Gamma ideals. How many of these soft skills does someone from a high SES background need to become, say, President of the United States?
From these the conclusions should not be surprising. "Reading a book" and attending a "before or after school program" may help with the non-cognitive skills, but those are only 10% or so of "enrichment" time, and the only non-cognitive skill homework (unless it has changed greatly from my day?) would significantly help with is "Demands a lot of attention."
(silly authors: enrichment isn't meant to develop skills[1], it's meant, by choice of enrichment activities, to develop the sorts of people the children think are "one of us" as young adults, to influence whom they will hang out with, whom they will date, etc.
In Brave New World this starring of sneetches is managed in infancy by hypnopaedic suggestion:
"… all wear green," said a soft but very distinct voice, beginning in the middle of a sentence, "and Delta Children wear khaki. Oh no, I don't want to play with Delta children. And Epsilons are still worse. They're too stupid to be able to read or write. Besides they wear black, which is such a beastly colour. I'm so glad I'm a Beta." There was a pause; then the voice began again. "Alpha children wear grey They work much harder than we do, because they're so frightfully clever. I'm really awfuly glad I'm a Beta[2], because I don't work so hard. And then we are much better than the Gammas and Deltas. Gammas are stupid. They all wear green, and Delta children wear khaki. Oh no, I don't want to play with Delta children. And Epsilons are still worse. They're too stupid to be able …")
[1] I like the french idea of "education" (education), as having components not only of "how to" (savoir faire), but also of "how to live with others" (savoir vivre) and even of "how to live with oneself" (savoir être).
[2] the list of "non-cognitive" skills also shows a distinct bias towards (in Brave New World terms) Beta-Gamma ideals. How many of these soft skills does someone from a high SES background need to become, say, President of the United States?