High Correlation Between Poverty And Educational Outcomes...

Research shows that there is a high correlation between poverty and educational outcomes. According to the National Center for Education Statistics (NCES), there were approximately 20 percent of school-age children who were living in poverty ridden households in 2014 (NCES,2016). The quality of education a student attains is associated with their parent’s educational attainment and household poverty status (NCES,2016). Children who live in poverty during their early childhood years have a higher chance of attaining a lower level of academic performance, creating a readiness gap in schools. The readiness gap begins in kindergarten and extends through elementary and high school, contributing to lower rates of high school completion (NCES,2016). School readiness is defined as â€Å"a measure of how prepared a child is to succeed in school, cognitively, socially and emotionally,† and it separates the disadvantaged children from their more affluent peers (Attendance Works, 2 016). Children as early as 18 months from low-income families who come into school with a readiness gap, experience disadvantages in vocabulary development and begin falling behind in reading, leaving them unable to read at grade level by 3rd grade (Attendance Works, 2016). In an article by Engle and Black, they discuss the impact of poverty on educational outcomes and it states that the association between poverty and academic performance has been documented to begin as early as the second year of life andShow MoreRelatedHow Does Low Socioeconomic Status Affect the Development and Academic Performance of Children?1654 Words   |  7 Pagesand future of learning. With the addition of clinical experiences in various schools and grades, a passion and focus area of mine has been multicultural perspectives, often volunteering at schools where students and their families live below the poverty line. 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In addition, connections have been established between disadvantage in the context of a student’s life and lower academic outcomes (Gorski, September 2013, p. 49 ). The aim of this paper is to consider the impact of socioeconomic disadvantage in the lived curriculum and to identify strategies to neutralize these disadvantages. This paper will address the extent to which socioeconomic factors influence learning outcomes, and why low socioeconomic backgrounds have an impact. It will