The Constraints of Poverty on High Achievement

Abstract

Research studies on school success often focus on the impact of discrete elements such as race, culture, ethnicity, gender, language, or school location on high achievement. The condition of poverty, however, may be the most important of all student differences in relation to high achievement; although not all schools have racial diversity, nearly all schools have at least some students living in poverty. In this paper, the authors review the literature on poverty, including its relationship with ethnicity and locale; search for commonalities that illuminate the relationship between poverty and high achievement; identify problems in data gathering that mitigate against the identification of high-ability poor children; and underscore the need to provide individual support and the development of resilience to low-income, high-ability students. Recommendations for improving the identification, services, and success of high-ability learners who are affected by poverty are included.

Risk and Resilience in Gifted Young People from Low Socio-Economic Backgrounds

“…These young people are also less likely to have attended early childhood education and are more likely to leave school with few qualifications (Boston 2014;EAG 2013;Perry 2014;Simpson et al 2016), and this is particularly so for Māori and Pasifika young people (Wynd 2011). The depth, persistence and timing of poverty makes a difference to outcomes (Burney and Beilke 2008;Fletcher and Dwyer 2008;Gunasekara and Carter 2012;St. John and Wynd, 2008).…”

Teacher Retention in the Low-Income Diverse Community of Immokalee, Florida

“…The number of people that identified themselves as "Some Other Race" increased from 15.4 million people in 2000 to 19.1 million in 2014, increasing by about one-quarter. Burney and Beilke (2008) noted that the increase in the diversity of the student population is evident in schools all across the country. This, in addition to new federal mandates, increases the demand for highly qualified teachers that can adequately educate America's diverse youth.…”

“…Overall, a student with a weak teacher, as defined by experience and certification, can be expected to perform 0.23 standard deviations lower than they would score if they were taught but a strong teacher (Clotfelter et al, 2010). Burney and Beilke (2008) emphasized that in order for low-income students to achieve the skills needed for their success they need to be educated by long-term teachers who consistently show support and care.…”

Supporting Students Living Below the Poverty Line

“…Drawing from the U.S. Bureau of the Census (2005), Burney and Beilke (2008) explained, "a family is considered to be poor if its income for a particular year is below the amount deemed necessary to support a family of a certain size" (p. 297). Consider the 2016 Poverty Guidelines (see Table 1), which outline the poverty levels for families and individuals according to the federal government.…”