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Factors Influencing Low Income Students' Achievement Levels

Can Schools Close the Achievement Gap?

Redrawing attendance zones, rigorous curriculum aligned to standards and assessments, and smaller schools/classrooms are just a few steps in the right direction that school systems can do to continue to close the academic achievement gap.

A major part of the achievement gap is caused by non-school factors.

  • Increased illnesses/injuries-Childhood illnesses and injuries contribute to an increase in student absenteeism and limit their focus on learning.
  • Nutritional issues-Poor diet, hunger, and other related nutritional problems have an adverse effect on student achievement.
  • Hazardous neighborhood/family violence-Lack of supervision and exposure to family violence result in social and emotional problems.
  • Residential instability-Families who struggle tend to move more frequently, resulting in attendance issues, gaps in learning, and child's adjustment periods between schools.

Within the educational community, educators play a major role in improving student performance.

But educators cannot do it all. Policy-makers, communities, families, and the students themselves must take an active role in removing the barriers to high student academic achievement.

Studies have not established the degree to which actions taken by schools (increased instructional time, tutors, highly experienced teachers) can narrow the gap to childhood poverty (Rothstein, 2008; Barton 2004).

There is a strong relationship between socioeconomic status and academic achievement.

Berliner (2009) reported average math scores of 4th grade students in the U.S. on the 2007 TIMSS (Trends in International Mathematics and Science Study) decreased as the number of disadvantaged students increased.

Various studies have concluded that when the poverty level of a school rises, the student academic achievement falls.

There is some evidence that supports when there is a safe environment, high teacher expectations, and activities in and out of school of a constructive nature, this may help close the achievement gap.

High poverty schools have identified some strategies to raise student academic achievement.

Improving Parent Involvement

Preschool Programs

Staff at high poverty schools should improve communications with disadvantaged parents by helping them create a home environment conducive to learning.

Parental involvement is largely related to income. In a national survey, 59% of American parents above the poverty line were involved in 3 or more school activities on a regular basis as opposed to 36% of parents below the poverty line (U.S. Dept. of Health & Human Services, 1999).

Low income parents tend to volunteer less, attend school functions less frequently, and are less attentive to homework assignments.

Conclusion

Preschool programs are one of the most important investments school systems can make in the academic achievement of children.

Children who attend preschool demonstrate a higher level of social skills and academic achievement.

Holod and Brooks-Gunn (2009) compared disadvantaged preschool children to those who did not attend preschool. Those that attended preschool scored higher in reading and math upon entering kindergarten.

RESOURCES

http://www.eric.ed.gov/?=academic+achievement+gap+poverty&ft=on&id=ED544709

http://www.eric.ed.gov/?=academic+achievement+gap&ft=&id=ED530121

Are already existing policies and practices reducing the academic achievement gap or are new measures needed?

(include topic of poverty)

Presentation by:

Alicia Whitehead

EED 720-Dr. Armstrong

Fall 2014

Research has shown a narrowing of the gap between black-white and Hispanic-white population in the last decade. Male-female gaps appear to have remained unchanged.

Poverty is the leading contributor to the academic achievement of a student.

No one policy or teaching practice is going to increase or decrease student achievement. It needs to be an on-going evaluation by each school system to determine the needs of the students. High quality instruction, strong leadership, and community and parental involvement are just a few contributing factors that can help our children achieve success.

Does poverty affect student academic achievement?

13.2 million (18%) of American children were living in poverty in 2007 according to the National Center for Children in Poverty. (Douglas-Hall & Chau, 2008)

YES!

Income level is one of the most powerful predictors of student academic achievement. Children living in poverty poses a serious problem in the public education system. These children generally perform at a lower level than their more advantaged peers.

The American Association of School Administrators (2008) stated: "The most prevalent and persistent gaps in student achievement are a result of the effects of poverty."

Academic Achievement Gap

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