The current teaching of discrete, isolated skills rather than imparting a broad base of knowledge, seems to align with the manner of disadvantage some families were observed to pass on to their children, back in the 1960s, by Hart and Risley.

By contrast, it was found that engaging children, from infancy on, in conversation... rather than just giving them behavior commands... created lasting benefits in neurological development, vocabulary acquisition (general knowledge), and relationships.

As with much research, there has been pushback & "debunking" however other similar studies reinforce the findings, results, and conclusions of Hart & Risley.
Links -
- https://psycnet.apa.org/record/1995-98021-000
- http://www.danielwillingham.com/dan...ng-of-hart-risley-and-how-we-use-science
- Hart&Risley research in the 1960s - Dr. Todd Risley on the value of talking to even the youngest kids
- Hart&Risley research in the 1960s - NPR Jan 10, 2011
- Hart&Risley research in the 1960s - high level summary
- Hart&Risley research in the 1960s - back-and-forth conversation with children rather than just directives to children
- Comparison: Hart-Risley (lasting impact) VS HeadStartprogram (short-term effect)

Depriving children of a broad base of knowledge, in favor of teaching discrete, isolated skills, also brings to mind the trend toward "the deliberate dumbing down of America," which was documented by Charlotte Iserbyt, a former employee of the U.S. Department of Education.

Back to the topic of this thread... might more be done to bring up the performance of struggling students?... encouraging parents and caregivers to engage children, from infancy on, in conversation... rather than just giving them behavior commands... has been observed to create lasting benefits in neurological development, vocabulary acquisition (general knowledge), and relationships.