ACADEMIC ACHIEVEMENT 1

Running Head:

ACADEMIC ACHIEVEMENT FOR STUDENTS FROM POVERTY

Characteristics of Schools that Foster Academic Achievement for Students from Poverty
Michael Kennedy
EDAD 530

A paper presented in partial completion of course requirements for EDAD 530 Educational
Research
Fall, 2013

ACADEMIC ACHIEVEMENT 2
Abstract
It is widely accepted that poverty has a negative effect on academic success. Because of
this, schools are left with the difficult task of cultivating achievement for students from poverty
and must identify ways to bring about achievement from these students. This research explores
the characteristics of schools that foster academic achievement for students from poverty. The
characteristics identified in this research include instruction, collaboration, quality teachers,
leadership, and resources. The research concludes there are distinct and definable characteristics
that schools exhibit to foster academic achievement for students from poverty, although the ways
and means in which schools implement these characteristics may differ.

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Table of Contents
Chapter 1
Statement of the Problem, Assumptions, Definitions, and Delimitations

Chapter 2
Review of Literature

Chapter 3
Conclusions, Implications, and Suggestions for Future Research
References

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Chapter 1
Statement of the Problem
An issue of paramount concern throughout American education has been that of academic
success for every student, regardless of circumstance. High standards of academic achievement
can be difficult to meet for all students, particularly those from poverty. Schools addressing this
concern must identify effective characteristics for closing the achievement gap. Educators must
ask the question, what are the characteristics of schools that foster academic achievement from
students from poverty?
Assumptions
For the purpose of this study, the following assumptions were made:
1. Poverty has an adverse effect of academic achievement
2. All educational practices and pedagogies that will be addressed in this study are valid in
their own right, regardless of their impact on academic achievement for students from
poverty.
Definition of Terms
Poverty
This condition is based on a calculation, derived from the Office of Management and
Budgets statistical policy directive 14, using a set of income thresholds based on family size and
structure (U.S. Census Bureau, 2013); individuals from families that have an income less than
the poverty thresholds set by the U.S. Census Bureau are considered poor (Aber, Morris, &
Raver, 2012).

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Academic Achievement
This will be considered as attaining a high-quality education, and reaching proficiency on
State achievement standards and State academic assessments, as detailed in section 1001 of Title
I of the No Child Left Behind Act (U.S. Department of Education, 2004).
Delimitations of the Study
1. This study is solely an examination of poverty in American schools and does not include
education abroad.
2. The research does not comment on other factors or programs that can affect academic
achievement, such as Special Education, English Language Learners, or extracurricular
activities.
3. This study does not differentiate based on types of poverty (i.e. generational, situational,
urban, etc.), as outlined by Payne (2013) and Jensen (2009).

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Chapter 2
Government policymakers and agencies continue to raise the standards for academic
achievement. For schools, one of the greatest challenges associated with these high standards is
meeting academic proficiency benchmarks for students from poverty (Carey, 2002). This issue is
relevant because child poverty is persistent and widespread throughout the nation (Mattingly,
Johnson & Schaefer, 2011). The search for solutions to this persistent issue is not new, and has
demanded the response of educators to find ways to confront this challenge (Walpole, McKenna,
Uribe-Zarain & Lamitina, 2010). Educators must work to define the characteristics of a school
that foster academic achievement for students from poverty.
Instruction
When working with students from poverty, teachers must modify and individualize
instructional strategies to meet their needs (Goebel, 2009). According to Goebel, when
discussing students from poverty, educators must assess the individual needs and ability of each
student, and then implement adjusted activities which meet these needs. Differentiating
instruction through multiple intelligences is crucial to cultivate academic achievement for
students from poverty. Goebel asserted that this process adapts instruction to address the diverse
ways students learn. Furthermore, educators that differentiate their instruction are able to reveal
and nurture the natural abilities these students already have.
In some instances, differentiating instruction is not enough to meet the needs of every
student. Rothman (2002) referred to the creation of smaller learning groups for students from
poverty. He says that having fewer students in the learning environment allows for educators to
provide more individual support and attention during the educational process.

ACADEMIC ACHIEVEMENT 7
Instructional strategies must be implemented and maintained for multiple years to have a
true positive impact on academic success (Aber et al., 2012). When students move grade levels,
instructional strategies may change with a different teacher. Aber et al. maintained that any
implementation of new strategies must cross over grade levels, or any academic gains that were
made would be lost through the transition.
The importance of writing for the academic achievement of students in poverty is
exclaimed by Reeves (2003). He stated that the most common feature of the high achieving, high
poverty schools he observed was the importance of writing, particularly informative and
narrative writing. This importance could be seen in student academic achievement beyond the
discipline of writing, citing higher test scores in science and other fields within the schools he
studied.
Because a focus on literacy is so vital to the success of students from poverty, increasing
instructional time on this subject can have a tremendous impact (Wilson & Corbett, 2001).
Although this can mean that time spent on instruction in other subject areas may be decreased,
doing so still has positive implications for subject areas outside reading/language arts. According
to Wilson and Corbett, literacy serves a necessary function across all subjects, and student
achievement in all subjects is limited without literacy proficiency. They go on to say that
devoting more time to reading and the language arts also create unanimity amongst students and
staff for what reading and writing expectations are throughout the school. If everyone is under
the same understanding and expectations for literacy, there is a greater probability that students
will be successful in this way.

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Collaboration
Collaboration of faculty is vital for a school aiming to support academic achievement for
students from poverty (Walpole et al., 2010). This collaboration must be focused and planned,
not simply to be used as a time for teachers to converse. Research put forth by Walpole et al.
suggests that focused collaboration among faculty correlates to positive changes to instruction.
The key to making collaboration successful is not necessarily the topic of conversation, but
rather the time taken by faculty to focus their efforts into one particular talking and study point.
In the case-study of Clarence Edwards Middle School offered by the National Center on Time
and Learning (2009), it indicates that faculty should use collaboration time to analyze student
data. This data can then be used to identify areas of need from which appropriate lesson planning
can occur. This use of data focuses collaborative efforts towards the direct needs of students,
encouraging greater academic achievement.
During collaboration, Reeves (2003) stresses the importance of using multiple sets of
data to effectively evaluate the achievement and needs of students from poverty. He stated that
student achievement data in high achieving, high poverty schools was not necessarily compared
to other students to determine success, but rather was compared to the students themselves. Data
was used to determine students academic growth, instead of how they stack up against other
groups of students.
Reeves (2003) also commented on the importance of collaboration in the area of student
assessment. He observed the need for teachers to identify a common definition for what it means
for a student to be proficient. For educators to collaborate successfully, they must be able to
assess student work in a similar fashion. Reeves maintained that being able to evaluate student

ACADEMIC ACHIEVEMENT 9
work in a similar way helps collaborating teachers to create common expectations for their
students, while also helping to identify concerns they may have about a particular student.
Quality Teachers
No matter what educational strategies may be facilitated in the classroom to raise
academic achievement for students from poverty, the quality of educators is paramount to the
success of the strategy. According to Farmer-Hinton (2002), student achievement and attainment
are directly impacted by the quality of instruction and curricula they receive. Without the
appropriate educators in place to deliver curriculum content to students from poverty, academic
achievement with this demographic will often suffer as a consequence. A report from the
Appleseed Foundation (2011) concurs, stating that teachers who have been found to be highquality should be assigned to high-poverty schools.
In an article written by Rothman (2002) regarding the push to close achievement gaps in
schools, he stated that teacher attitudes towards students can have an impact on their
performance in the classroom. He recognized the idea of a self-fulfilling prophecy that teachers
can have for students dealing with poverty. Rothman also stated that students from poverty do
not succeed academically because teachers do not expect them to be successful. A school that is
able to foster academic achievement for students from poverty, at the very least, does not have
teachers that believe their students in poverty will not be successful.
The amount of time and energy a teacher is willing to commit to their profession is also
an important aspect of the academic achievement of students from poverty (Kahlenberg, 2013).
Educators working with students from poverty are more likely to cultivate academic success if
they are willing to work extra hours. However, it should also be noted that such a commitment
from educators to work the extra hours necessary to achieve these gains is hard to retain.

ACADEMIC ACHIEVEMENT 10
Kahlenberg continued, stating schools that serve a high number of students from poverty often
have high teacher turnover and low teacher retention. Nonetheless, with willingness of educators
to serve the needs of their students from poverty must manifest itself through extra preparation
time spent at school, and must be present to facilitate academic success. Conversely, teacher
absenteeism must be avoided at all costs (Appleseed, 2011). Schools with high numbers of
students from poverty tend to have more teacher absences than schools with lower numbers.
These teachers must be present as often as possible to fulfill the duties necessary to attain
academic success.
As referred to by Wilson & Corbett (2001), perhaps the most important quality a teacher
can possess when working with students from poverty is never settling for less than success.
Teachers should say to themselves, all children can succeed . . . and its my job to make sure
they do (p. 117). Educators that never make excuses about the students they service will
persevere through less successful lessons. They will find new ways to present subject content so
that it engages and connects with their students. From the research of Wilson & Corbett, teachers
that settle for nothing less than academic success for their students from poverty will lead them
towards academic achievement.
Even when a school is finding academic success for their students from poverty, a driving
characteristic of educators in these schools is that they are continuously looking to improve their
practice (Hagelskamp & DiStasi, 2012). Hagelskamp and DiStasi stressed that there are always
areas for improvement in education, and these areas must be explored to advance academic
achievement. Even after some success is attained, educators must take this success as motivation
to continue to search for greater success and achievement.

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Another important characteristic of schools that foster academic achievement for students
in poverty is an emphasis on interpersonal relationships (Payne, 2013). According to Payne and
her framework for understanding poverty, a key component to helping students from poverty
become academically successful is to create and build relationships with these individuals. In
most cases, the relationships that students from poverty have are their main motivators. These
relationships bust be built from the bottom up, starting with teachers. Payne points out teachers
with students from poverty work with these students every day, and therefore have the greatest
effect on these students school day. Once the student-teacher relationship has been solidified,
positive student-administrator connections can be created. Paynes definition of a successful
relationship is when emotional deposits are made to the student, emotional withdrawals are
avoided, and students are respected (p.144). In other words, educators that build relationships
with students from poverty must be positive in advocating for their students, while avoiding
communications that alienate or disrespect.
Teachers building relationships with students from poverty is important, because it helps
them to feel valued and confident (Hagelskamp & DiStasi, 2012). Many times, these students
need an individual who can mentor them, provide them with structure, or to be someone they can
confide in. To achieve this, according to Hagelskamp and DeStasi, educators must take on an
attitude of doing whatever is best for their students.
Leadership
Building leaders foster academic achievement for students in poverty by reinforcing
student achievement expectations (Reeves, 2003). He affirmed there are many ways in which
school leadership could do this, including regular meetings with parents and students to discuss
student achievement, encouraging teachers to display exemplary student work, or even

ACADEMIC ACHIEVEMENT 12
administering student assessments themselves. In any case, this role that building leaders take on
helps to solidify the goals and expectations of the school.
School leadership is also pivotal for the academic success of students from poverty
through the establishment of quality curriculum (Farmer-Hinton, 2002). School principals need
to focus the efforts of all educators within their schools to create quality curriculum that meets
the specific needs of students from poverty. According to Farmer-Hinton, this effort must be
coordinated, focused, and sustained.
Administration also plays a lead role in facilitating teacher collaboration (Hagelskamp &
DiStasi, 2012). As teacher collaboration is a vital piece of student achievement, school leaders
need to facilitate collaboration opportunities. Hagelskamp and DiStasi went on to say when
working with students from poverty, educators need to find opportunities to share, develop, and
evaluate instruction practices together, as well as to share experiences.
Resources
One pitfall for a school that is looking to support academic achievement for students in
poverty is a lack of school resources. According to Carey (2002), high-poverty school districts
are likely to fail in meeting strict academic standards if they do not have the resources to serve
children who are at-risk of academic failure. To appropriately serve students in poverty, schools
must be given the necessary resources to address their specific needs. For Carey, whether these
resources are allocated by the state or locally by the school district, the importance of adequate
funding and resources cannot be understated.
If parents of students from poverty are afforded the appropriate resources, they can assist
in their childs academic achievement (Myers & Hyeoneui, 2004). According to the research of
Myers and Hyeoneui, test scores can increase for students from poverty if parents are given

ACADEMIC ACHIEVEMENT 13
resources to assist their children with school work. They contended that although parents must
take a proactive role in their childs education to promote academic success, they often do not
have the tools or knowledge to be of any impact. Myers and Hyeoneui stated, It is of little use to
say that parents must ultimately be responsible for their childrens math and reading readiness
without providing parents with the instruction or assistance necessary to fulfill this
responsibility (p.94). Schools that are able to work with parents to give them the resources to
work with their children on school work will ultimately lead to greater academic achievement for
these students.
Schools with students from poverty must dedicate as many resources as possible to
creating strong relationships with parents and families (Hagelskamp & DiStasi, 2012).
Hagelskamp & DiStasi asserted that ongoing communication with parents, through phone calls,
meetings, and school event attendance, is crucial to raise academic achievement for students.
Additionally, educators must hold parents accountable for their involvement in their childs
school experience. They argued if parents do not make the necessary concerted effort to be a part
of this, the schools must make every possible effort themselves to get the parents involved.
Parents must be involved in the educational experience of their children, and schools must create
opportunities for this to occur.
The health of students from poverty, both physical and mental, should be addressed if
schools are striving for academic achievement for these students (Aber et al., 2012). Vast
amounts of resources have been devoted to raising academic achievement for these individuals,
but less attention has been given to the status of their health and wellbeing. Research from Aber
et al. (2012) has shown that the development of a child from poverty can be negatively affected
by their environment. A disruption to a childs development is likely to have an adverse effect on

ACADEMIC ACHIEVEMENT 14
academic achievement. Thus, schools can encourage greater academic achievement through
access to physical and mental health resources for students from poverty, both within the school
and the community.
Summary
There are many factors that can decide the academic success of students from poverty.
For educators, many of these factors are uncontrollable and difficult to address. However, there
are things that schools and educators can do to foster academic success for these students.
Schools that are able to foster academic success in their students from poverty hold noteworthy
characteristics that set them apart from other schools working with similar populations of
students. Successful schools that service students from poverty focus on certain characteristics in
the areas of instruction, collaboration, quality teachers, leadership, and resources. Not every
school may implement these characteristics in the same ways, nor will every school implement
every characteristic. However, these characteristics assist schools in fostering academic success
for students from poverty.

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Chapter 3
Conclusions
The research presented in this literature review concludes that there are distinct and
definable characteristics that schools exhibit to foster academic achievement for students from
poverty. When working with students from poverty, academic success can be attained if a school
is able to identify practices that meet their specific needs. Concurrently, Jensen (2009) affirmed
that there are certain strategies that schools and educators can utilize that will generate success in
students from poverty. He described his research as a guide for schools and educators to follow.
It is important to note that characteristics identified for fostering academic achievement for
students from poverty should not be seen as universal in nature. Rather, these characteristics
should be used as guidance for educators to generate policies and strategies within their
respective schools.
According to Reeves (2003) in his study of 90/90/90 Schools, there is no certain
program or model that can be used for every school looking to foster academic achievement
for students from poverty. Although common characteristics of successful high-poverty schools
can be identified, the way in which these characteristics are created and defined is different for
each school. In short, Reeves maintained there is no one answer on how to produce academic
achievement for students from poverty, but there are common characteristics that can be defined
as significant for fostering educational success.
Implications
In 2010, 16.4 million of children under the age of 18, or 22.0%, lived in poverty
(DeNavas-Walt, Proctor, & Smith, 2011). Because poverty is a widespread and pervasive issue
throughout American society, and because poverty has an adverse effect on academic success,

ACADEMIC ACHIEVEMENT 16
educators must take note of any means to encourage educational success for students from
poverty. Lack of academic success for students from poverty is a concerning trend that schools
must address. The research outlined in this literature review offers a means to curb this trend. If a
school is willing to make meaningful changes in the areas addressed within this research,
positive gains can be made towards academic success for students from poverty.
The characteristics of schools addressed in this literature review should be established in
any school that is concerned with academic achievement for students from poverty. If educators
are committed to the academic success of all students, it must be understood what practices can
be effective for different types of students. Focusing these practices to meet the needs of students
from poverty can help in closing the achievement gap between students from poverty and other
student populations. Deciding which characteristics to implement, and which to omit should
vary based on the needs of the school and community. However, any school with a definable
population of students from poverty must take notice of the school characteristics outlined in this
research.
Suggestions for Future Research
Future research for the characteristics of schools that foster academic achievement for
students from poverty can occur in many different ways. Based on the research presented in this
literature review, it is suggested that future research focuses on particular poverty circumstances,
such as urban, rural, generational, situational, etc. It is also suggested that future research extends
beyond the scope of academic success and observes characteristics of schools that foster
postsecondary success in students from poverty.

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Reference List
BOOKS
Jensen, E. (2009). Teaching with poverty in mind: What being poor does to kids' brains and what
schools can do about it. Alexandria, VA: Association for Supervision and Curriculum
Development.
Payne, R. (2013). A framework for understanding poverty. (5th ed.). Highlands, TX: aha!
Process, Inc.
Wilson, B., & Corbett, H. (2001). Listening to urban kids. Albany, New York: State University of
New York Press.
ARTICLES
Aber, L., Morris, P., & Raver, C. (2012). Children, families and poverty: Definitions, trends,
emerging science and implications for policy. Social Policy Report, 26(3), 1-29.
Retrieved from http://files.eric.ed.gov/fulltext/ED536953.pdf
Appleseed. (2011). The same starting line: How school boards can erase the opportunity gap
between poor and middle-class children. Washington D.C. Retrieved from
http://appleseednetwork.org/wp-content/uploads/2012/05/The-Same-Starting-Line.pdf
Carey, K. (2002). State poverty-based education funding: A survey of current programs and
options for improvement. Washington, DC: Center on Budget and Policy Priorities.
Retrieved from
http://www.cpec.ca.gov/CompleteReports/ExternalDocuments/State_Poverty_Education.
pdf

ACADEMIC ACHIEVEMENT 18
Farmer-Hinton, R. L. (2002). The chicago context: Understanding the consequences of urban
processes on school capacity. The Journal of Negro Education, 71(4), 313-330. Retrieved
from http://www.jstor.org/stable/3211183
Goebel, K. (2009). Using multiple intelligences to bridge the educational poverty gap. Adult
Basic Education & Literacy Journal, 5(2), 97-101. Retrieved from
http://files.eric.ed.gov/fulltext/ED512812.pdf
Hagelskamp, C., & DiStasi, C. (2012). Failure is not an option: How principals, teachers,
students and parents from ohio's high-achieving, high poverty schools explain their
success. Public Agenda. Retrieved from http://files.eric.ed.gov/fulltext/ED538640.pdf
Kahlenberg, R. D. (2013). High-flying high-poverty schools. American Educator, 36(4), 8-9.
Retrieved from http://files.eric.ed.gov/fulltext/EJ995901.pdf
Mattingly, M. J., Johnson, K. M., & Schaefer, A. (2011). More poor kids in more poor places:
Children increasingly live where poverty persists. Carsey Institute, 38(3), 1-8. Retrieved
from http://www.carseyinstitute.unh.edu/publications/IB-Mattingly-Persistent-ChildPoverty.pdf
Myers, S., & Hyeoneui, K. (2004). The effect of school poverty on racial gaps in test scores: The
case of the minnesota basic standards test. The Journal of Negro Education, 73(1), 81-98.
Retrieved from http://www.jstor.com/stable/3211261
National Center on Time & Learning. (2009). Clarence edwards middle school: Success through
transformation. Massachusetts 2020. Retrieved from http://www.timeandlearning.org/?
q=clarence-edwards-middle-school-success-through-transformation
Reeves, D. B. (2003). High performance in high poverty schools: 90/90/90 and beyond. Center
for Performance Assessment, 1-20. Retrieved from

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http://www.gvsu.edu/cms3/assets/8D75A61E-920B-A470F74EFFF5D49C6AC0/forms/boardmembers/resources/high_performance_in_high_pover
ty_schools.pdf
Rothman, R. (2002). Closing the achievement gap: How schools are making it happen. The
Journal of the Annenberg Challenge, 5(2), 1-12. Retrieved from
http://annenberginstitute.org/pdf/cj_acheivement_gap.pdf
Walpole, S., McKenna, M. C., Uribe-Zarain, X., & Lamitina, D. (2010). The relationship
between coaching and instruction in the primary grades: Evidence from high-poverty
schools. The Elementary School Journal, 111(1), 115-140. Retrieved from
http://www.jstor.org/stable/10.1086/653472
WEBSITES
U.S. Census Bureau. (2013, February 14). Poverty definitions. Retrieved from
http://www.census.gov/hhes/www/poverty/methods/definitions.html
U.S. Department of Education. (2004, September 15). Title i improving the academic
achievement of the disadvantaged. Retrieved from
http://www2.ed.gov/policy/elsec/leg/esea02/pg1.html
SPECIAL
DeNavas-Walt, C., Proctor, B., & Smith, J. U.S. Census Bureau, (2011). Income, poverty, and
health insurance coverage in the united states: 2010, 60-239. Washington D.C.: U.S.
Government Printing Office. Retrieved from http://www.census.gov/prod/2011pubs/p60239.pdf