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Poverty and student achievements

Poverty and student achievements
Annotated bibliography
Irvin, M.J., Meece.J.L., Byun. S., Farmer, T.W., & Hutchins, B.C. (2011). Relationship of             School Context to Rural Youth’s Educational Achievement and Aspirations. J Youth    Adolescence, 40, 1225–1242
This article explains why the school environment promotes and constraints the development of rural youths, who are brought up in poverty. The author claims that the poverty that they encounter exposes them to myriads of developmental challenges and significantly increases their educational problems. This source is very useful in describing how students’ achievement is affected from the context of their upbringing. However, the authors only studied high school students and hence this source is not useful in assessing lower grades. Generally, the authors have cited unique ways that educational outcomes can be improved for rural youth, in spite of their poor upbringing.
Basch, C.E. (2011). Vision and the Achievement Gap among Urban Minority Youth. J Sch           Health, 81, 599-605
In this article, Basch (2011) draws upon the ways that vision problems among urban minority youth can adversely affect their academic achievement, and ways that schools can address this problem.  This is a very useful source in comparing the problems of youths from the urban areas with those of youths from the rural areas, as reviewed from other sources. The source also introduces a very unique perspective associated with vision problems, which is hardly studied in other sources. The author concludes that vision problems have negative impact on academic achievement because they injures cognition, sensory perceptions, and school connectedness, but the author has proposed a number of effective practices that can be applied by schools to address these problems.
Herman-Smith, R. (2012). Do Preschool Programs Affect Social Disadvantage? What Social        Workers Should Know. Social work, 48(1), 65-74
This article analyses the outcome research on preschool intervention programs that can are designed to help children from disadvantaged backgrounds develop preparedness for school skills. Essentially, the article is directed to social workers, which means it will add a lot of value to the present study because the issue of social workers is not tackled by any other source. Furthermore, the author has covered so many factors that expose poor children to poor academic performance, which gives a deep insight into the current topic of study. The author concludes by drawing upon the great responsibility of social workers in ensuring children from poor background are well prepared to succeed in their academic work.
Taylor, J. A. (2005). Poverty and student achievement. Multicultural Education, 12(4), 53-55.
In this article, Taylor (2005) raises concern that many students from poor background have their dreams shattered as a result of an achievement gap between them and children from privileged background. Most importantly, comparison of students from poor and those from privileged background makes this article very useful since the central theme comes out very clearly, from such an approach. The author concludes that students from poor background are more likely to perform poorly in their academic work and drop from schools than their counterparts from middle and high-income families. In addition, the author discuses this issue from a multicultural background, again enriching the current study with a broad perspectives.
Capra, T. (2009).  Poverty and its Impact on Education: Today and Tomorrow. The NEA Higher Education Journal, 75-81
The author is an assistant professor of education; hence he has a vast experience in issues related to the present topic of study. H e has a vast research background in socioeconomic influence on education and the quality of public education. In this article, the author examines the problems that urban children from poor backgrounds experience in school, which prevents them from getting prepared for further education. The author insists that in urban schools, discipline is applauded at the expense of other important issues that can help student excel in life generally.
Schafft, K. A. (2006). Poverty, residential mobility, and student transiency within a rural New     York school district. Rural Sociology, 71(2), 212-231.
The author explains how poverty-related residential mobility of low income families may worsen the social and economic instability that causes the movement in the first place. In connection to this, the author explains that children may be affected because of interrupted academic and social environments. In effect, this source is very useful because it brings in a very unique cause of poor academic performance by students from poor background – which results from poverty-related movements.
Breier, M. (2010). From ‘financial considerations’ to ‘poverty’: Towards a reconceptualisation of    the role of finances in higher education student drop out. Higher Education, 60(6), 657-           670.
Breier (2010) explains why financial considerations are causing student dropout in higher education. The author focuses on the role of socio-economic deficiency among students in poor countries, an areas they claims that it is ignore by the international literature. This aspect is also very important for the current study as it will help get what is not available from most of the literature …………………………………………………………..
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