Low Income And Low Academic Achievement

Regardless of the mental attitude of individuals, poverty does affect the relation one has with his/her education. For example, low-income families often struggle obtaining materials

Poverty leads to insufficient opportunities, especially in college education. For instance, according to U.S. Department of Education, students who do not enter college or drop out of their classes are “predominantly persons from low-income families.” In support of this argument, the article states that “only 21 percent of those with family income of less than $25,000 were highly qualified for admission at a four-year institution” compared to the 56 percent of students with family income above $75,000. Therefore, students with bad economic conditions struggle with attending university even after entering it. The problem is that the African Americans race gets the harshest disadvantage from their poor economic conditions. U.S. Department of Health & Human Services publishes that almost 40 percent of African Americans under 18 are below the national poverty line, which is three-times higher than their white counterparts. This explicitly proves that unequal economic conditions are the main reason for inequality in education; African Americans are the most disadvantaged. Furthermore, the correlation between poor economic conditions and a lack of education among African Americans creates a chain of inequality. The poor economic backgrounds of African Americans obstruct their children from attending colleges and subsequently, the lack of higher education makes

One of the most obvious and frequently researched consequences of child poverty is low academic achievement. Duncan et al. (1994) concluded that family income and poverty level remain the most powerful determining factors of the cognitive development of children even after many other factors such as family structure and parental education are considered. The same study also found that there was a positive correlation between family income

In the article “Who Gets to Graduate” by Paul Tough examines a problem about low income students are less likely to graduate from college than students from middle class or wealthier families. In the United States, school systems are not created equally. Middle and upper class students have access to safe and modern schools equipped with everything they possibly need to stay in that high rank because they came from a family who has the money to support their studies. Students from low-income families don’t have a lot of the support, stability, and money from home that higher-income students can take for granted.

Although in the past the biggest cause for unequal opportunities in education has been the gap between different races, recently the gap between income percentiles has affected students substantially. Students go to schools in districts that correlate to the income percentile they are in. Because of this, many students in high-poverty neighborhoods are not given the same amount of time and money as students in upper-class neighborhoods are (Cordes and Miller). This can be seen in a study, conducted in

Alexis, I do agree with you that students in poverty are less likely to be successful then students in higher income. There is a chance for these students to succeed if they have the right teacher even if there parents are not involved in their children education. With the right help and guidance these students can have a chance to break the cycle but if they are put in the back and not getting the right help that they need they will continue following their parents foot

The correlation between low-income families and education has been overlooked by many including political leaders. They often believe that with better education, comes the less likelihood of poverty. The problem is that some children are already a part of a low-income family and have to work through all the conditions that it comes with. It’s highly more visible living in New Mexico than in our higher income counter states. As an educator and someone who is friends with other educators, it’s a problem we see all too often. A friend of mine works at an elementary that is predominantly low income and is constantly plagued with the difficulty it brings. Both behavioral issues and lower testing scores are apparent in

One can begin to examine the correlation between education and poverty by first looking at the different educational opportunities that are available to those who come from wealth. For instance, those with additional funds are able to engage in educational prospects that are not available to low-income people. From access to tutors, to enrollment in private schools, it is clear that people with money are able to further their education with much ease, especially when contrasted against the bleak outlooks for low-income people.

“ Historically, low-income students as a group have performed less well than high-income students on most measures of academic success” (Reardon, 2013). Typically low-income families come from low-income parts of the state making a school that does not have as much funding as a higher economic schools does lack in resources for their students. The school then has lower paid teachers and administrators, with lower quality supplies. This results in a school which typically has faculty who do not perform as well as the well-funded schools. “The law fails to address the pressing problems of unequal educational resources across schools serving wealthy and poor children” (Hammond, 2007). Students from low and high income families will not be able to achieve the same education because their education simply is not the same.

For instance, children from lower SES families are disadvantaged in school because of their parent’s inability to provide them the necessary equipment for use in school. This makes them perform dismally compared to their counterparts. The lack of recourses and income makes it extremely difficult for someone to achieve academic success because they cannot afford the cost. Most importantly, college is expensive in the United States even though loans and Pell grants are offered to assist academic achievement. According to Davidson (2015), during 1974 the average cost a year to earn a college degree was around 13,000, but it cost an average of 31,000 more today. That is a dramatic increase and quite concerning for the middle and lower class families. The National Center for Education Statistics (2015), conducted a study on 2002

The article summarizes the main findings of the study discussed in the scientific article “Association of Child Poverty, Brain Development, and Academic Achievement,” with the overarching theme that growing up poor leads to academic deficits. The article discusses that there has always been a clear link between income and academic achievement, and achievement overall, but this study helps scientists and readers to have a better understanding of this pronounced association, showing more of a connection to brain development. The article referenced Census data on the households that lived below the federal poverty level in 2013 to emphasize the intensity of the findings of the study. The article goes on to quote Seth Pollak, one of the authors of the study, who states his opinion on what accounts for the differences between children that live in poverty and those that don’t – they “are getting too little of things [they] need to develop the brain and too much of things that inhibit brain growth.” - and his view on poverty as a medical problem rather than a social problem. The article concludes with a reference from an author from another study who puts an emphasis on the fact that just because there are differences in brain development doesn’t mean the negative effects will be

A study from the National Center for Education statistics states that "51 percent of the students across the nation 's public school were low income in 2013”(southern education, 2013). That 51 percentage of students are living in poverty and their school work is being affected by it. It is not uncommon for a low-income student to worse in school than a middle-class student. Low-income students face the daily problems of possibly going to school with less concentration because they came to school hungry or tired, gaining less cognitive skills as a young child, and stress as a younger child can cause your brain to function differently.

This recession created an increasing number of families that have been plummeted into the ranks of the working poor and have had to rely on government assistance to meet the most basic of needs. This creates environments for students that are less than conducive to academic achievement. Students are coming home in the evening to homes that are struggling to provide shelter, utilities, food and hygiene products, the very necessities of life. Many times these students come home to no adult supervision because mom and dad are working to support them. The student may be required to supervise younger siblings. These burdens are very heavy for them to carry and make their education less important than family pressures. This review of the research will argue that low socioeconomic status negatively impacts student achievement in public

For the purpose of this study, I focus and connect two student identities to equity leadership, those grounded in supporting students of color (particularly black and Latina/o students) and of low-socioeconomic status (SES). I recognize other identities (such as language, special education, and other ethnicities to name a few) can result in marginalization. However, from my own experiences as a K-12 student, educator, and graduate student, I have come to recognize that educators have great difficulty engaging in dialogue about race and low-SES. Race and class are two social identities that have significant impact on the educational outcome for students with implication for “gaps” in education (Darling-Hammond, 2007a; Darling-Hammond, 2007b;

There are several factors that may lead low-income students to perform less well in school rather than middle-income students with the same abilities. For low-income families, there usually are parents who are working very hard to provide for their children, with this being said they are working many hours or even multiple jobs. This could cause low-income students to not be able to ask for help on homework when they need it from their parents compared to middle-income students whose parents usually work one job and then certain hours per day. This difference could impact students with the same ability perform differently.