 These factors also indirectly determine the home environment and parents' educational expectations of their children.For example, children from poor families have lower academic performance in kindergarten than children from middle to upper-class backgrounds, but children from poor families who had cognitively stimulating materials in the home demonstrated higher rates of academic achievement in kindergarten.Additionally, parents of children living in poverty are less likely to have cognitively stimulating materials in the home for their children and are less likely to be involved in their child's school.