- Receiving welfare (as opposed to other sources of income) has a negative effect on achievement 
- Children on welfare are more likely to have issues with discipline in school 
- Negative effects-decreases chances of graduating high school, decreases later years of education and earnings/hours of work, decreases young children’s test scores 
- These negative effects might be because these kids come from homes that are not emotionally supportive, physically safe, intellectually stimulating, or literate, etc 


University of Michigan - Ann Arbor

The effects of poverty on academic achievement

Lacour, M., & Tissington, L. D. (2011). The effects of poverty on academic achievement. Educational Research and Reviews, 6(7), 522-527.

- Impoverished children scored in the 19th percentile in assessments while others score in the 66th percentile 
- In the Early Childhood Longitudinal study, kids with the lowest income level scored in the 30th percentile, those with middle income scored in the 45th percentile, and those in the upper income group in the 70th percentile 
- Only 13.2% of low-income students met all subject area requirements 
- The longer the child is in poverty, the greater effect it has on academic achievement 
- Middle adolescents are affected most by poverty (on academic achievement)
- *Some studies have found no correlation between low income and performance


Achievement of Low income students 

The effects of welfare income 

- Mother’s education was a predictor of school completion 
- Mother’s education level was more impactful than the father’s (20%)

Effects of Mother's Education Level 

- increase in teacher experience, likelihood of certified teachers, and the number of advanced degree holding teachers
- Pos effects-reduced class sizes, distributing time based on material covered in standardized tests and putting the most experienced teachers to the testing grades 
- Neg effects-limited amount of professional development for the teachers, and reduction in the teacher’s academic skills, reduction in teacher autonomy and increased turn-over 


No Child Left Behind Act 

- Many impoverished students come from families who do not understand the benefits of higher education 
- To close the gap, the teacher must make a conscious effort to get everyone to participate to make sure at-risk students participate too 
- Teachers also need to teach outside of just teaching for the test

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