Running head: POVERTY, HEALTH AND ACHIEVEMENT GAP 1

How Poverty Affects Students Health and the Achievement Gap

Jasmine Dunn

PPE 310: 86419

Lead Instructor: Jennifer Houston, Ph.D.

21 November 2017

Arizona State University

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Introduction

The achievement gap within the education system refers to the disparity of academic

performance between groups of students, primarily due to financial income/socioeconomic status

differences. While 1 in 5 children live in poverty, that fact alone already puts them at risk for

starting the school year behind peers who have a higher socioeconomic status (Sacks 2016).

Data has shown that children in early childhood education living in poverty are less likely to

acquire cognitive and early literacy-readiness skills than children who live above the poverty

threshold. While there is no one specific reason behind why the achievement gap exists, there

are a few reasonable explanations.

Versus their higher income peers, children who live in lower-income areas are less likely

to be exposed to high-quality, learning-rich environments not only just in early childcare settings

or schools, but in the home as well. Parents in higher-income areas are often given the privilege

to invest their time and financial resources into their childs education and home environment

(Sacks 2016). In order to help close the achievement gap, we need to be focused on the reasons

contributing to why it is expanding in the first place. Living in poverty can be directly linked to

poor health. Individuals living in poverty are often forced to make poor health decisions, such as

constantly eating fast food because it is inexpensive, and feeding that food to their children.

Additionally, those living in poverty may be missing out on helpful information regarding

healthy choices, and may lack access to legitimate healthcare (Healthy Poverty Action, 2017, p.

1). Healthier children tend to be better learners, meaning unfortunately, not only are children

living in poverty most likely lacking the educational resources they need to succeed in

comparison to their wealthier peers, but they may already have yet another disadvantage in their

learning environment due to their poor health (Basch, 2011, p. 1).

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Review of Current Literature

The Effects of Poverty on Academic Achievement focuses on studies, statistics and data

that reflect how poverty has an effect on the achievement gap, and what we can do to ultimately

close the gap. Misty Lacour and Laura Tissington use charts and data that convey the poverty

rates among children in the United States and the income-to-needs ratios. In addition,

measurements were taken regarding the stage in which income was measured (early childhood,

middle childhood, and adolescence), and the size of the effect. Poverty was shown to affect the

resources available to students significantly, and because of this lack of resource, students often

struggle to reach the same academic achievement levels of students living above the poverty

threshold (Lacour and Tissington 2011, p 522).

The Widening Academic Achievement Gap Between the Rich and the Poor: New

Evidence and Possible Explanations focuses on how the relationship between family

socioeconomic status and academic achievement has changed over the past fifty years, and

whether or not the increase of income inequality has a correlation between the increase of the

achievement gap. Sean Reardon uses data which reflects students test scores from high and

low-income families, and he relies on two specific measures of socioeconomic characteristics:

family financial income and parental educational attainment. Reardon reflects on nineteen

nationally represented studies which include the background information on parental educational

attainment, and twelve of the studies include background information on family financial

income. In each study, he adjusts the estimated associations between family financial income

and educational achievement for measurement error in family income, in order to find the

association between family socioeconomic characteristics and student academic achievement.

Reardon concludes that the achievement gap has indeed grown significantly in recent decades,
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and, that as the children of the rich do better in school, and those who do better in school are

more likely to become rich, we risk producing an even more unequal and economically polarized

society (Reardon 2011).

According to the Stratification Theory, students who live in poverty are taught to

differing standards than students who are wealthy (Edwards 2012). In order to prove this to be

true, Edwards used the archival method, from books, scholarly journals, and online media

sources to collect his data and further his investigation into the issue. Edwards concluded that

socioeconomic factors contribute to different learning environments, and that help through

financial means and through planning must be given from the government to assist those in

poverty in America who deserve the right to a legitimate education (Edwards 2012).

Pallavi Amitava Banerjees review focuses on identifying key factors linked to the

underachievement of disadvantaged students in school science and math. The methods of

research are as followed: electronic educational databases, large-scale evaluations, and studies

including measurements of disadvantages such as lower SES, language barriers, ethnic minority

or temporary immigrant status and results on standardized tests. Banerjee concludes that a

number of familial, school-related and biological risk experiences relate to academic and

behavioral outcomes (Banerjee 2015).

Synthesis of Information

All four of the articles I chose came to a conclusion about their findings, however,

Reardon does state in the conclusion that the forces at work behind the rising income

achievement gap are likely complex and interconnected. Certainly more research to understand

the causes of these trends is necessary (Reardon 2011, p 1). It is clear that all four articles have

come to the general conclusion that there is indeed a connection between financial income levels
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of families and their childrens academic achievement levels. In addition to recognizing issues

contributing to the academic achievement gap here in America, two articles state the need for the

government to intervene financially in order to close the gap, and for there to be a reform in the

school system in low-income areas. The communities in which low-income families live must

be helped in order to begin making a positive difference as well (Edwards).

The one theme that stayed consistent throughout the articles was the effect a child living

in poverty has on their academic success, or lack thereof. All of the articles took into

consideration family income, and some looked at the educational history of the parents as well.

The main theme I saw that was different from the other articles was in the article written by

Pallavi Banerjee, because she was looking more specifically at academic achievement levels in

the math and science areas. The other articles were looking at overall academic achievement.

Practical Implications

As an educator of 6th grade students in a low-income area, I want to focus on working to

close the achievement gap, and helping my students do the best they can while maintaining a

healthy lifestyle in order to help them succeed. In the classroom, I want to make sure I am

teaching my students about the benefits of a healthy lifestyle, and why it is important to eat

healthy foods on a regular basis. I can do this by exposing them to my healthy lifestyle, and

teaching them the importance of physical education, about healthy foods, and about how eating

healthy can be a key component in helping them succeed.

I want to create an event that focuses on the importance of healthy meals, and more

specifically, a healthy breakfast. Additionally, I want to incorporate a kids run (3 kilometers),

along with an adult run (5 kilometers), that the kids could participate in as well, if they want to

walk/run a longer distance. Because I want everyone involved, I have made necessary
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modifications to my event for those with disabilities. My event will be wheelchair accessible,

and there will be an early start on the run for those with disabilities. I intend on getting the

whole school involved, although my personal priority will be getting my students, their parents,

and the community to participate. The practical implications of my event include: Marketing,

Funding, Committee, Educational Components, Engagement, Recognition, and Scheduling.

Marketing

Because I will be an educator at a middle school (6th through 8th grade), marketing around

the school will not be very difficult. I will hang posters around the school (see figure 1,

Appendix), have my Kids Run announcement incorporated in the monthly school newsletter, and

have the announcement posted on the school website. Additionally, to encourage an ample

amount of involvement, I will make sure the run is mentioned at the school pep rallies, and I will

put posters in the local community center.

Funding

The event will be held at the schools grass field, where we will need tents, and healthy

breakfast foods and snacks such as: apples, bananas, yogurt, oatmeal, bagels, protein bars, etc.

These foods will be available along with tents hosted by volunteers that provide information on

the importance of exercise and a healthy diet, and why these two things are crucial to succeed in

school. There will be special 1st, 2nd, and 3rd place medals given to the fastest in both the Kids

Run and the Adult Run. Additionally, completion medals and t-shirts will be given to everyone

who participates. In order to support funding for the necessary supplies, it will cost each

participant $5 to participate, and weeks prior, the 6th , 7th and 8th grade classes will be hosting

and participating in a bake sale (see figure 2, Appendix), and an art auction. All proceeds will go

to the Spring Fun Run I am hosting. Additionally, there will be a spot on the schools website to
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place donations for the event, and community grants are always welcome. People will be

inclined to give community and work grants because they will have advertising on the back of

the t-shirts. The purchasing of the supplies will be done one month before the event, so that

there is a legitimate amount of time for preparation.

Committee

A wellness committee will play a key role in my event. I will encourage parents,

teachers, and community helpers to volunteer for my event so that everything goes smoothly.

My marketing strategy should bring in a significant amount of volunteers for my event, and

parents will enjoy being able to spend time with their children, their peers, their peers parents,

and their teachers.

Educational Components

My event will enhance workplace behaviors and rapport because group collaboration is a

great way to build relationships. With this event, I will be able to spend some extra time with

my students and my coworkers. By doing so for a great cause, my coworkers and I will be

relieved of stress, our own health will improve, and positive vibes will radiate as we work

together towards the common goal of spreading awareness of the importance of a healthy

lifestyle and closing the achievement gap. We all want our students to succeed and to have the

same opportunities as their more financially fortunate peers.

Engagement

My event will enhance hope and engagement in my community and lead to overall

participant success, because the community will be getting together to work towards a common

goal. We all want to see our students and other community members succeed, and by focusing

on educating others on the importance of a healthy lifestyle and how it can have an impact on the
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achievement gap is a crucial step toward making a change. According to the National Education

Association, when schools, parents, families, and communities work together to support

learning, students tend to earn higher grades, attend school more regularly, stay in school longer,

and enroll in higher level programs (Why Community Involvement in Schools is Important,

2017, p. 1).

Recognition

Participants they will feel a sense of success for completing either the 3k or the 5k. My

community will feel great recognition, and as they have worked together for the greater good.

Personally, I will feel like I have made a major success in my life after the completion of my

event. It takes time, effort, and dedication to complete the planning of a large event such as this

run, and to ultimately have the event take place successfully would be a huge win for my

community and me, not just extrinsically, but intrinsically as well. I will feel a sense of personal

fulfillment. In order to appropriately attract in news and media outlets to my program, I will

focus on my marketing strategies, getting details of the event out to the community by word of

mouth, and incorporating social media into my event, so more and more people hear about it.

Scheduling

My event will take place on Saturday, March 10th, 2018. The weather will be ideal for an

outdoor event, and this gives me enough time to prepare. I have prepared a schedule of the event

(see figure 3, Appendix), and I will make sure my event is posted on the school calendar in the

office, online, and in the newsletter that is sent home each month.

Conclusion

My research and the data collected ties to potential success in my future workplace

environment because I plan on working in the early childhood education sector here in America.
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I am very passionate about closing the academic achievement gap, and I hope to do whatever I

can in order to help make that happen. My research has shown that children who live in poverty

lack the resources both at school and in their home environment, to be on the same academic

level as their higher-income peers, even as early as pre-k. I hope to be able to host an

environment that gives my students the same opportunities as their peers who come from high-

income communities. In order to do so, I need to advocate for my students rights to have a

legitimate education. I will work towards providing my students with the resources they need,

whether it is something physical such as books and computers, or something that is not tangible,

like emotional support. This Fun Run event will not only be a great opportunity for participation

for my 6th graders, but for their parents, my coworkers, and the whole community as well. I

want to encourage community members to get educated about the achievement gap and

recognize that poor health can have a large impact on it. With this event, I will be able to get

involved in my own community, while spreading information on a very prevalent, relative issue.

Within one year, I want to be planning the next Fun Run with my community, so that we can

focus on having this event occur annually. Within the next three years, I would love to see more

events like the Fun Run, that focus on health in the community, while bringing people together.

Within five years, I would like to see surrounding communities taking initiative to host similar

events and programs, so that we can help make a change even outside of our own community.
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APPENDIX A

Figure 1

Figure 2
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Figure 3
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References

A systematic review of factors linked to poor academic performance of disadvantaged students

in science and maths in schools. (2016, May 5). Retrieved November 07, 2017, from

http://www.tandfonline.com/doi/full/10.1080/2331186X.2016.1178441

Ansell, S. (2017, August 30). Achievement Gap. Retrieved November 07, 2017, from

https://www.edweek.org/ew/issues/achievement-gap/index.html

Basch, C. E. (2011, October). Healthier Students Are Better Learners: A Missing Link in School

Reforms to Close the Achievement Gap. Retrieved November 14, 2017, from

https://healthyschoolscampaign.org/wp-content/uploads/2017/03/A-Missing-Link-in-

School-Reforms-to-Close-the-Achievement-Gap.pdf

Blue, M. (2016, June 06). Why Community Involvement In Schools Is Important. Retrieved

November 14, 2017, from https://www.pridesurveys.com/index.php/blog/community-

involvement-in-schools/

Buren, A. V. (2017, January 23). If you want to close the achievement gap, you can't ignore

poverty. Retrieved November 07, 2017, from

http://stateofopportunity.michiganradio.org/post/if-you-want-close-achievement-gap-you-

cant-ignore-poverty

Edwards, Skukura. (2012, March). The Effects of Poverty on Achievement Gap: A Quantitative

Analysis Using Stratification Theory. Retrieved November 07, 2017, from

http://www.ncurproceedings.org/ojs/index.php/NCUR2012/article/viewFile/641/290

Health and Academic Achievement . (2014, May). Retrieved November 14, 2017, from

https://www.cdc.gov/healthyyouth/health_and_academics/pdf/health-academic-

achievement.pdf
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Key Facts Poverty and Poor Health. (2017). Retrieved November 14, 2017, from

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health/key-facts/

Lacer, M., & Tissington, L. D. (2011, May 12). The effects of poverty on academic achievement.

Educational Research and Reviews Vol. 6 (7), pp. 522-527. Retrieved November 7, 2017,

from

https://pdfs.semanticscholar.org/f16e/845b8222cb92541902c19bb1920ee8af5a04.pdf

Reardon, S. F. (2011, July). The Widening Academic Achievement Gap Between the Rich and

the Poor: New Evidence and Possible Explanations. Whither Opportunity? Rising

Inequality, Schools, and Childrens Life Chances, pp. 1-49. Retrieved November 7, 2017,

from

http://inequality.stanford.edu/sites/default/files/The%20Widening%20Income%20Acheiv

ement%20Gap%20Between%20the%20Rich%20and%20The%20Poor.pdf

The other achievement gap: Poverty and academic success. (2017, March 20). Retrieved

November 07, 2017, from https://www.childtrends.org/the-other-achievement-gap-

poverty-and-academic-success/