The Relationship between Low Socioeconomic Status and Student Achievement in Elementary Schools

What I found in my research Many of the research showed that most student’s achievement was lower when faced with any of the factors of low SES (socioeconomic status). However, with proper school support some students where able to overcome and achieve higher grades in school.

Factors that affect socioeconomic status in student achievement in elementary schools Culture Race Income Neighborhood Parental support/involvement Emotional/Social factors

Most of the research proved parental support/involvement is one of the greatest factors in high achievement

Selcuk, Sirin R Socioeconomic Status and Academic Achievement: The results of this review suggested the focus was on the schools rather then individual students. The schools wouldn’t receive the proper funding to help their families instead would receive less funding

Elias, Maurice J., Haynes, Norris M. (2008).Social Competence, Social Support, and Academic Achievement in Minority, Low- Income, Urban Elementary School Children. Poverty Unemployment Limited Resources Substandard Housing High Crime Rates Features of Low- Income Urban Communities

Low Income Urban Communities Children’s school outcomes are affected most strongly by the neighborhoods in which they live, their family life, the schools they attend and the resources that are available to them personally and through the school Children who attend school in these settings are plagued by unimaginative curricula, overcrowded classrooms, inadequate school facilities, and too few teachers who have confidence in them and who expect them to learn. Goal of this study : to examine the relationship that exists among social and emotional, support at school and minority children who live in low-income, urban communities. The research concluded social support from both student –teacher relationships and, peers impact the students achievement.

Li, Guofang. (2010).Race, Class, and Schooling: Multicultural Families Doing the Hard Work of Home Literacy in America’s Inner City Li researched three culturally diverse families of low SES Li’s study is important in pinpointing specific culturally diverse families and reviews the factors that interfere with academic achievement. Many of the parents faced, language barriers, cultural difference, and working in low wage jobs with little schooling, but they instilled a strict homework policy.

Li, Guofang. (2010).Race, Class, and Schooling: Multicultural Families Doing the Hard Work of Home Literacy in America’s Inner City Teachers failed to understand the cultural backgrounds and help their children, the parents often did not agree with the way their child was being taught. (Academic Success Factor) A declining neighborhood, dangerous environments with many incidents children viewed directly, and library closings all factored into their declining achievement rates.(Neighborhood and Racial Relation Factor) The parents felt they didn’t have the appropriate education or language to connect with the school to further help their children. These children were being victims of racial relations and did not want to attend school. There academic grades dropped and their attitudes quickly changed Negative Implications

If a child comes from a low-SES- home, should we assume that they are going to struggle and even fail in school? The answer is no, and this study has proven that answer to be true. There has been so much research in the past that has led us to believe that the answer to that question is always yes. Then each year as we have children from these homes being highly successful in school, we ask ourselves how that can be possible What happens when research shows students can succeed in a low SES home?

Milne, Allison; Plourde, Lee A. (2006).Factors of a Low-SES Household: What Aids Academic Achievement? In Plourde and Milne’s research that was conducted, it shows low-socioeconomic families who are able to give their children the necessary support to succeed. This review puts social support as an important reason a low-SES household succeeds in giving their children the resources needed for high academic achievement. The result of this research indicated that the home factors that are usually found in low-SES home environments were not the same for this study. Common themes that were associated with this study were education resources, parent’s education, relationships as the causes of the child’s success.

My Research How does socioeconomic status influence student’s achievement in urban elementary schools. I expect to survey 2nd grade and 5th grade students, parents and teachers. I expect about surveys to be completed by the students of each grade. I also expect parent surveys to be completed by each grade. I will interview three teachers to provide basic demographics from the surrounding area. I will also interview the teachers to find out the student’s mathematics and reading scores. Participants:

Procedure The surveys will be complied of questions related to ethnicity, community, income, services, resources, parental involvement, and culture. The students and parents will both be administered basic questions to help understand their home, school and neighborhood connection. I will use pre-existing data from the Department of Education such as school demographics, enrollment, and percentage of students receiving free lunch, mathematics, and reading scores.

Results I expect to find about a 25: 75 ratio of children bridging the achievement gap to the 75 percent still facing it. I expect to see schools in these urban areas provide daily services for students who face language, culture, poverty, racial, hardships to be given opportunities to achieve more. I will also expect to find results showing students that aren’t. I expect my results will indicate that 25 percent of the surveyed student will have higher scores such as a 3 or 4 on a grading scale where the highest score is a 4 in math and reading given their low socioeconomic (SES). I will also expect approximately 75 per cent of students to have grades in the 1-2 range out of a scale of 4.

Table 1 Percentage of Students Receive Scores in Mathematics and Reading in a 2nd Grade Class Table 1 shows the percentage of students in a 2 nd grade class. The green indicated 25% students of low socioeconomic families received grades of 3 or 4 in mathematics and reading. Students who scored less than two (75%) in mathematics are indicated in red.

Table 2

Sample Survey Questions How many hours a day do you spend on your homework/reading? (student- survey) Are you able to ask an adult in your home for help during homework time?(student -survey) What language do you speak at home? ( student survey) Are you able to help your child with any assignments/homework he/she brings home?(Parent-survey) Are you able to conference with your child’s teacher about any concerns or problems? (Parent-survey) *Teachers or School Staff The teacher of the student’s who handed in a survey, may be able to give information about the students previous year Math or Reading scores.

Conclusion of Study Although most of the research in this field has been thoroughly explored, most focused only on students who showed a lack of achievement because of factors such as resources, culture, language race, parental involvement, community and income. In Plourde and Milne’s research that was conducted, it shows low- socioeconomic families who are able to give their children the necessary support to succeed. The studies in high achievement seem to be lagging behind as poverty and economic turmoil continues to grow. Are schools getting the necessary resources for the community to help their students succeed? Or is the achievement gap in low SES families continuing to grow? The next step to put forth is applying these results of how many students continue to have low achievement because of the giving factors being associated by low SES status, by how many students can achieve high results by giving them a more supported home environment.