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Impact of Poverty on the Education Success of Children
Trident International University
James Newton
EDD 614
Assignment Case 5
Dr. James Hodges
March 23, 2020
Impact of Poverty on the Education Success of Children
Background
Education is one of the most fundamental rights across the world. However, access to education continues to vary across different communities, cultures, and ethnic backgrounds. Numerous studies have attempted to explore the causes of variations in access and successful educational outcomes across different groups of people. Nonetheless, the success rates of learners from low-income backgrounds continue to be lower than their wealthy counterparts. While the dropout rates have reduced phenomenally from low-income neighborhoods, children from wealthy families still register the lowest dropout rates. Level of income coupled with gender factors may also play a role in school dropout rates or low academic performance for children from poor backgrounds.Also, studies have shown that parents with poor backgrounds find it challenging to provide not only a consistent and authoritative parenting style, but also support fortheir child’s intellectual development, through ensuring a home environment conduciveto learning (Vincent, 2017).
Furthermore, with the rising desire for the girls’ educational and career goals, parents often encourage girls’ agencies to communicate openly both at home and in school. Children from poor households are also less motivated to work harder in school compared to their contemporaries from wealthy backgrounds. Scholars have tried to make efforts towards exploring the influence of poverty on student success. According to Licursi and Pascuzzi (2019), a materially deprived family background, often correlated to or overlapped with disadvantages in many dimensions, for example, in the educational one, is, therefore, a favorable condition to the reproduction of poverty, as well as a very reliable predictor of a future condition of this kind.
For instance, African American children from low-income neighborhoods continue to face challenges such as low classroom attendance and dropout rates compared to their peers from financially stable backgrounds. In addition to that single-parent families have been shown to have low incomes in previous researches and this has ended up affecting a child’s education. For a child to be successful in education, his parents should be able to have some sort of well-being so that their children can have things important in their education such as emotional and cognitive wellbeing, school performance, school–family balance, and health, as well as economic wellbeing.
When it comes to poverty, single-parent families face challenges that are constantly evolving, and in relation to these challenges they are more likely to experience impaired wellbeing compared to, for instance, coupled-parent families (Nieuwenhuis & Maldonado, 2018). It is important that society realizes the significance of poverty in a child’s success. Currie and Goodman (2020) state thatinvestments in education pay off in the form of higher future earnings, and differences in educational attainments explain a significant fraction of the adult variation in wages, incomes, and other outcomes. In light of the above, this qualitative study will investigate the effects of poverty on educational success in children.
Literature Review
Inadequate education is one of the most powerful determinants of poverty, and unequal access to educational opportunity is a strong correlate of income inequality (Malick, 2021). In Oklahoma state, for example, the majority of the children in public schools live in poverty. As a matter of fact, the state’s 61 percent student poverty rate has been ranked as the fourth-highest percentage in the country. A growing body of evidence indicates that poverty is highly comorbid with adverse childhood experience exposure and that children living in poverty are more likely than their peers to experience frequent and intense adversities (Hughes & Tucker, 2018). These adversities include things such as,poor performance coupled with school dropout rates; often affect students’ success in their adult periods. For instance, children who drop out of school are less likely to secure well-paying professional jobs during their adulthood. In addition to that, populations, including parents with children who are of school-going age and are living around the poverty line, usually face challenges not only in laying a foundation in their children’s education but also in continuing their education further. Poverty power makes it difficult for parents to satisfy the basic needs of their children, for example, health and education. These are necessary ingredients of maintaining standards of living. As a result, it ends up affecting children throughout their life as learners because lack of thenecessary resources, and in this case, funds needed to educate them affect their opportunities and educational success both when they are young and older. In addition, structural and other barriers exist to these students pursuing higher education, such as the realities of financial aid and the shadow of debt (Baugh et. al., 2019).Apart from that, the success rate of children from low-income families is likely to be much lower than those of children from well-off families. This is because they are usually in one way or another, for example, these children usually suffer adversely from things such as physical, psychological and educational health. Living in poverty is associated with poorer outcomes attributable to a wide range of interrelated and mutually reinforcing factors, for example, quality of parental care (Fernald et. al., 2017). Besides, previous studies have found out that young children that have low-income parents and are below the poverty line mostly face challenges when it comes to cognitive and literary ability and sometimes begins school both academically and socio-economically far much behind their peers who come from families with high-income backgrounds.
Nevertheless, prior literature has stated that the socio-economic characteristics of the individual such as gender and age, as well as those of the respondent when a child is a teenager, for example, education level of parents, socio-economic status, adults and siblings at home, affect the success rate of children in their education. Besides, it is clear that the transfer of material disadvantages from parents to children is a significant factor in all countries, and chronic poverty is identified as one of the main sources of inequality when it comes to education (Duarte et. al., 2018).
Parental role has got a huge relevance in a child’s education and his success. Therefore, parents who have low-income earnings in most cases do not really involve themselves in their children’s education, for example, supervision and making sure they attend classes, because they are normally occupied to make ends meet.A large body of research has demonstrated that poverty, low income, and low socioeconomicstatus are linked to behavioural problems in children and adolescent (Kaiser et. al., 2017). When it comes to cases such as children internalizing their surroundings and the world in general, they not only do that based on their families’ social space but also assign the same colors as their parents. When defining early childhood development, it is the stage in a child’s life where his neurological and psychological development is influenced by his social surroundings and in this case the parents.
However, it is also important to not forget that attending school is also essential in terms of a child’s socialization agent. Therefore, when the parents are poor it deprives the children of these fundamental requirements in their development and also their education and success in general because the parents do not have the time and ability to help their children learn them or give them the required education. Many factors contribute to poverty among parents which in the long-run impacts their children’s success, they include, the inability of the education system to counterbalance initial inequalities, work opportunities, and the opportunities for economic autonomy of the youth. Besides, according to Morris et. al. (2017), early trauma and family stress have damaging consequences on development via physiological adaptations that impair neurological, metabolic, and immunologic systems. Poverty is the number one factor contributing to family stress among children which in the long run affects their education.
In addition to that, some literature has linked the impact of poverty on parents who have school-aged children to the lack of inequality when it comes to the distribution of resources in rural America and other developing countries. Rural-urban disparities are a huge problem to parents in ensuring that they provide their children with education. This adds to the parents’ burden of meeting the costs for them to be able to educate their children. According to Hassan and Rasiah (2017), while some parents may have to bear the total cost of schooling, some poorer parents may have gotten financial assistance through educational support programs such as subsidies, scholarships, text books-on-loan and hostel facilities. However, this does not usually help much because it is usually not all the time that they get assistance as a result of many measures that are usually put in place. Poverty supersedes all other characteristics as a predictor of learning disparities (Alcott & Ross, 2017). This deprives children academic success because of their parents’ backgrounds.
Research Problem
The indicators of academic achievements are often widely recognized across different sides of the scholarly divide. They include hard work, student competence and abilities, school culture, as well as teachers’ competencies. While these factors have been expansively identified and explored by scholars, one major area of research has often been overlooked: the extent to which poverty or level of income impacts educational outcomes for children. Renth, Buckley and Pucher (2015) observe that even though studies exist on this problematic area of knowledge, there have been minimal qualitative explorations on the influence of poverty on children’s educational outcomes. For instance, major qualitative issues such as perceived parental involvement and capacity, access to sources and the role of schools, can be important pointers of academic performance and success for low-income learners.
For more than a decade, poverty continues to remain the leading cause of unsuccessful educational outcomes for able students. In particular, incidences, degree, length of time, as well as the timing of poverty all play a role in a child’s educational outcomes, coupled with the nature of their communities and social networks. Similarly, youth from families with lower socioeconomic status (SES) also report worse educational and developmental outcomes than high SES youth (Assari et. al., 2020). Nonetheless, both American and global efforts to reverse such trends have generated minimal outcomes. Therefore, this study will provide valuable insights into the influence of poverty and educational attainment with a keen focus on how such problems can be addressed.
Purpose
The purpose of this qualitative study is to investigate the effects of poverty on education for children. The qualitative research will particularly use themes such as parents, teachers and students’ perceptions regarding the influence of poverty on students’ academic outcomes. The main research method that will be used to complete this study will be the interview method.
There are various reasons why the interview method has been selected for the study. For instance, the qualitative research interview aims at identifying and describing the meanings of key themes in the life world of the subject. The major task that is related to interviewing is often to understand the meanings of what the interviewees often state. Furthermore, the qualitative interview will attempt to uncover both the denotative and connotative meanings of responses that will be provided by the respondents. This will be attained by examining nonverbal cues and their interrelationships with the verbal contents that will be provided by the respondents.
Theoretical Framework
The study will be guided by concepts from the human capital theory. For a long time, the human capital theory has been the overriding paradigm for socioeconomic progress that is placed on education progressively as a major sector to promote growth. Education plays an important role in promoting growth, socially and economically, which consequently reduces poverty. By improving children’s skills and capabilities, education becomes the privileged investment that can provide private and social returns. Therefore, increasing access to education for children from low-income families is a means for attaining economic growth in the future and poverty reduction.
Significance of the Study
This study will play an instrumental role in understanding the problem of poverty and educational performance.The problem is not just with children in school but also when they are out of school. Summer holidays are supposed to help children develop essential social skills to help with their education by engaging in various activities. However, due to poverty,unequal access to and limited participation in such engaging activities means that many children miss out on interesting educational and developmental opportunities otherwise enjoyed by their more affluent peers(Stewart et. al., 2018). In particular, the qualitative study will provide insights into the perceived ways in which poverty deters children from generating their desired academic potentials. The study not only contributes to the understanding of this problematic area of research, but it is also going to be beneficial to educational leadership, students, and policymakers.
At the educational leadership levels, the study can guide school administrators on developing interventions that can promote effective performance and success for low-income learners. For instance, educational leaders who understand the income dynamics of educational success can use such knowledge to promote parental involvement in order to increase success. Moreover, educational leaders can focus on programs that are geared towards improving equity in school, because the rates of teacher-school collaborations and involvements are significantly among middle- and upper-class parents than in low-income families.
The results can also be used by practitioners and educational leaders to explore how engagement can be increased among low-income learners. In an education context, in theory, and application processes, human psychology must be taken into consideration (Hol&Yavuz, 2017). Low-income families are more likely to struggle with engaging in their children’s education compared to familieswith high-income. This problem is especially linked to issues such as poor health and nutrition, low vocabularies, and efforts put into learning among children. Also, poor learners are less likely to engage in physical exercise, access healthy diets, and get appropriate and prompt medical focus.
Moreover, such learners are less likely to be administered appropriate medications and interventions. When such problems are compounded, they result in an overall reduction in engagement for learners. Educators and school administrators can address this problem by providing feeding programs in school and health services such as putting up school dispensaries, clinics, and health facilities to support the health and nutritional needs of students. Addressing such challenges can significantly bridge the nutritional and health gaps that generate a lot of disparities in the performance between rich and poor students.
The proposed qualitative study can also support students to attain their desired learning outcomes in various ways. As the number of learners from low-income households increases significantly, the achievement gaps between them and their richer peers increase. For example, parents with low-income cannot afford to make provision of technology and other learning materials at home to enhance the academic performance of their children (Kapur, 2018). Understanding students’ perception of poverty and its impacts on their performance and educational success can help educators to design proper interventions to address their learning needs.
Williams et al. (2018) state that understanding the major perceptions and themes that are common among students on the issue of poverty can help to improve their learning environment. For instance, the most commonly mentioned issues that affect low-income students include: establishing a culture of optimism, designing relationship networks, and putting in place meaningful and productive parent-to-school collaborations (Williams, Greenlaf & Barnes, 2018). Thus, the outcomes of such programs can encourage school instructors and counselors to work with students in serving them to gain a positive attitude, optimism, and the spirit of hard work.
Further, knowledge on the relationship between poverty and educational success can help to identify resources that are critical in bridging the performance gaps between these two groups of learners. One such resource that is instrumental in bridging the performance gap is technological infrastructure. When children from low-income neighborhoods are given access to technologies as learning resources, they can be able to use such systems to access learning materials online, which they were otherwise unable to owe to the inability to afford such books and contents. Rideout and Katz (2016) state that computers and online connectivity are increasingly becoming significant in ensuring that academic opportunities are open to all children, irrespective of their socioeconomic backgrounds. Thus, technological resources can enable learners to keep up with school homework and assignments and track and improve their grades.
Finally, the results of this study will be insightful to policymakers to develop both local and nationwide interventions to improve educational success for low-income learners. For instance, the focus of policymakers can be on strategies that can be employed to reduce poverty. Anti-poverty policies can go a long way in reducing neighboring poverty. Examples of such policies may include reducing disadvantages stemming from income and racial segregation, extending employment opportunities to low-income earners, and tackling problems such as exclusionary zoning (Quillian, 2017). These policies can significantly improve the quality of life of students and their performance and productivity.
Research Method and Design
A qualitative case study design will be used to explore the effects of poverty on the educational success of children. In particular, Geronimo Elementary in Geronimo, Oklahoma will be used as a case study to explore the ways in which poverty affects children’s education. The descriptive case study will focus on describing how the phenomenon exists in different aspects of children’s life. As such, the case study will provide a comprehensive description in order to ensure that there is a better understanding of the phenomenon. The outcome of the study will provide a ‘thick ‘description of the relationship between poverty and education success for children.
‘Thick’ description is a concept that refers to the holistic literal description of the research problem that is being explored. The case study approach is appropriate for this study since the research is exploratory in nature. More precisely, the case study design is appropriate for exploratory assessments when exploring contemporary issues, within their real-life contexts. The proposed design is especially appropriate when boundaries between the phenomena and the context are not clear. Moreover, the case study approach is recommended when seeking to understand the dynamics presented within single settings, and when existing theories seem insufficient (Marshall & Rossman, 2014). Furthermore, the case study approach provides room for flexible and opportunistic information-gathering tools that allow additions to questions during interviews more than any other model. As such, a case study offers the greatest potential for revealing richness, holism, and complexity in events.
Research Questions
The research questions will be developed in order to provide guidance on hypothesis formulation and assessment of the variables. In so doing, the research questions will be instrumental in providing guidance to the study in ways that can generate a valid and reliable finding. More importantly, the research questions will be formulated as part of the ongoing phases of the research, including the unfolding lives and points of view of others on the area of knowledge that should be investigated. In light of the above, the list of research questions that will guide this study include:
1. What are the perceived effects of poverty on educational success for children?
2. How does poverty influence academic performance for school students?
3. In what ways do students feel that poverty influences their education success?
Research Sub-questions
1. How does the level of income increase dropout rates for students?
2. Does poverty increase school absenteeism rates?
3. Does poverty cause low school performance in terms of low grades?
Research Site or Population
The study will be conducted in Geronimo Elementary School in Geronimo, Oklahoma. Geronimo Elementary School is a public learning institution that has approximately 183 learners in grades PK and K-6. Being a public school, Geronimo has learners drawn from different demographic groups, including blacks, whites, and Latinos. The school comprises populations that will be ideal for this study because some learners are from wealthy backgrounds while others are from poor households. Teachers also have a record of learners, their socioeconomic backgrounds, and individual performance. Therefore, Geronimo has been selected as an ideal site for the study.
Population and Sample
A total of 20 people will be selected to participate in the study. The main sampling procedure that will be used to select participants is stratified random sampling. The significance of stratified random sampling rests in its generality. For many important categories, approximate answers whose errors are small in statistical perspectives can be effectively gathered through the execution of the query over an appropriately derived random sample. Stratified random sampling offers the flexibility to emphasize some strata over others through controlling the allocation of sample sizes.
The target population will be subdivided into groups, after which random sampling approaches will be applied to each subpopulation to form a test group. Examples of such subgroups will include boys, girls, teachers, rich children, and poor children. The random sampling of each population will be done on the basis of representation within the population as a whole. Stratified random sampling accurately reflects the population that is being studied, since the researchers are categorizing the whole population before applying random sampling procedures (Nguyen et al., 2019). Therefore, stratified random sampling provides effective coverage of the study population because it enables the researcher to gain control over the subgroups. This step ensures that all groups are well represented in the sample.
Instrumentation
Interviews will be used as the main research instruments for the study. The process of administering interviews for the study will include drafting the interview, piloting the questions, selecting the interviewees, and conducting the interview. The interview development process will begin by widely indicating the questions that should be asked. In particular, semi-structured interviews will be developed to guide the process of gathering data.
Semi-structured interviews will have structured elements accompanied by sufficient flexibility to provide the respondents with the opportunity to share the flow of information. The interview questions will undergo a piloting process in order to identify and rectify potential imperfections. For instance, the questions will be carefully tested with a few people in order to determine their levels of clarity. For instance, the interview questions will be carefully crafted by structuring the instruments around key themes or subject areas, such as absenteeism and lack of learning materials. Piloting will be significant in eliminating ambiguous questions and generating useful feedback on the structure and flow of the intended interview. Thereafter, a group of interviewees will be selected to participate in the study.
Document Analysis
The data gathered will be analyzed using the thematic analysis technique. The document analysis will be undertaken through systematic coding and grouping of different themes for easy assessment of a large about of textual data. Thematic analysis can help to understand key themes and issues that are relevant to the research topic (Vaismoradi, Turunen & Bondas, 2013). The outcome of the document analysis process will include unobtrusive determination of trends and patterns of words utilized, their frequency, their relationships, and the structures and discourses of communication.
The objective of document analysis will be to describe the nature of the document’s content by assessing who said what, to whom, and with what impact.The document analysis will be suitable in answering questions such as what are the education issues that affect children from poor backgrounds. In particular, document analysis will be well-suited to assess the multifaceted, important, and sensible phenomena related to poverty and education. Therefore, the document analysis method that has been selected will be suitable for undertaking simple reporting of common issues that have been mentioned in the data.
The analysis process will contribute to the central understanding of the phenomena. The document analysis will illuminate this problem by identifying relevant themes related to structural challenges such as poverty. Moreover, Ellis et al. (2018) state that researchers often overlook teachers’ perceptions of the influence of poverty on academic achievements. The documentation analysis will help explore this issue by understanding the key themes that will emerge as a result of the data collected. There are various ways in which validity and reliability will be addressed through document analysis. For instance, a team-based instrument will be developed, followed by a pretest. Additionally, pretesting the document analysis process increases validity by ensuring that the questions and analysis make sense. Validity and reliability will also be increased by transcribing data using transcription protocol. The transcription process provides a verbatim account of data gathering events, hence improving validity.
The utilization of a transcription protocol goes a long way in ensuring that the transcription is undertaken consistently and is of the appropriate form for the analytic purposes (Guest et al., 2011 Further, validity will be enhanced during analysis by putting in place translation expectations at the start. Translation approaches and styles often differ significantly. Therefore, putting in place a translation approach before the study commences increases the possibility that the data will be important for the analysis plan.
Data Collection
Recruiting Participants
Participants will be selected and recruited using stratified random sampling procedures. The potential participants will include children from different socioeconomic levels, teachers, and their parents. Therefore, a total of 9 of 20 participants will be selected for the study. After identifying the potential participants, they will be taken through a screening process. The screening exercise will determine if they fit the specifications and are able and willing to attend the research sessions. Thereafter, they will be recruited for the study. If needs be, they may be given an incentive to encourage them to participate in the study.
Obtaining Informed Consent
Informed consent is a legal and ethical standard that researchers implement when using human subjects. The principle of informed consent is founded on the resolutions of the Nuremberg Code, The Declaration of Helsinki, and the Belmont Report. Participants will be made aware of all aspects of the study and no one will be forced to participate in something he or she does not feel like being part of. Thereafter, they will be required to voluntarily decide after examining all the processes of the study and its trials. Should they accept to participate, an informed consent form will be provided to them to fill and append their signatures accordingly. However, the participants will also be given the opportunity and liberty to opt-out of the study at any given stage of the data gathering process.
Protecting Participants’ Identity
The participants’ identities will be protected through an anonymization process. Anonymization is one of the major forms of privacy and confidentiality because it protects participants from psychological harm associated with marginalization and stigmatization. Concealing the identity of participants will be undertaken in various ways. First, the interview sessions will be held privately for each individual. Besides, the names of each participant will not be recorded in the interview sheets. Furthermore, the information that will be shared by participants will not be disclosed to unauthorized parties. The protective approach to anonymization will also entail concealing the data within the interview transcripts. The personal data of participants in the study results will also be concealed. Such personal data will include names, physical addresses, as well as their level of income.
The Interview Site
The interview will be conducted within the premises of Geronimo Elementary School in Geronimo, Oklahoma. An interview date, time, and site will be arranged with the participants. The data collectors will seek permission from school administrators, to interview them within its premises. The school adminis5trators will provide the room or conference facility for the interview. Geronimo Elementary School comprises students from different ethnic, racial, and socioeconomic backgrounds. As such, the selected site is projected to provide sufficient data for undertaking the interview process.
Collecting Data
The participants’ responses will be collected and recorded using both tape recorders and note-takers. These data gathering tools are traditionally ideal for qualitative interviews. The tape-recorded conversations will then be transcribed and coded, thereby converting the conversations into texts. The written notes, taken together with the transcripts of the conversations, will be treated as the data that will be utilized for analysis. Additionally, these data gathering and recording tools provide flexibility on the format, thereby enabling clarification of issues and perspectives to b both challenged and accepted.
Protecting and Storing Data
The collected data will be protected from unauthorized use. To achieve this objective, the collected data will be copied to an external storage device that is not permanently connected to a computer. Such a device will be kept in a secure location and will have password protection. This approach is sufficiently secure for most qualitative studies. Moreover, the storage device will not be left connected to a computer since it can be easily accessed by unauthorized parties. Additionally, it can be vulnerable to malicious software such as viruses and other hazards such as physical damages and theft (Jensen & Laurie, 2016). Antivirus software will be installed on all computer devices that the recorded data will be kept. Further, the stored data will be safeguarded through encryption.
Data Analysis
Analyzing Transcripts from Interviews
The transcripts will be analyzed by examining the recurrent patterns in the texts or themes that are assessed and reported. This will provide a comprehensive interpretation of the data. The process of analyzing the scripts primarily entails interpretation on the part of the researcher. It also acknowledges the important role that the researcher does in the selection and interpretation of the themes (Fernandez, 2018). To attain reliability and rigor in the analysis process, there is often a need to design codes that represent identified topics, issues, or themes. The codes can then be applied to the data that is then checked for inter-coder agreement (Fernandez, 2018). The assessment of narratives and conversations can also be treated as a qualitative approach that is increasingly gaining popularity.
Coding Process and Identifying Themes
The process of coding and identifying themes will involve examining excerpts that present thematic progressions with instant themes. In such cases, the same themes may not necessarily be in exact similar words as others. However, they appear in a series of utterances. Different themes may also be linked up to them. In case there is another question or comment from the respondents and a theme changes, the new theme will become a constant again throughout the clauses. Determining new elements in the analysis is very important. Since the genre of a particular text is an interview, most of the clauses may have unmarked themes that refer to the interviewee's first-person pronoun. In light of the above, the thematic analysis process will go beyond merely counting phrases or words in the texts to include exploring explicit and implicit meanings that have been extracted from the data (Fernandez, 2018). The coding process will serve as the main process for designing themes by identifying items of analytic focus or interest and tagging them with coding labels.
Software/ Analysis Procedures
The main software that will be used to undertake data analysis is NVivo. NVivo is an effective tool for undertaking thematic analysis because it makes it more compatible with grounded theory and thematic analytic approaches (Zamawe, 2015). Additionally, the nodes offer easy work with structures for developing codes and discovering new and existing themes. The software also has the potential to increase the level of creativity of the analysis process. Manual qualitative data assessment is a demanding and overburdening process. However, NVivo simplifies this process by removing workload.
Addressing Validity (Bracketing, Triangulation, Auditing)
One method that will be sued to increase the validity of the study is triangulation. The triangulation process includes using multiple methodologies to study the same phenomenon (Heale & Frobes, 2013). This process can involve the use of different analysis or data collection approaches within the same study (Abdalla et al., 2018). The main objective of using triangulation is to eliminate or minimize biases and increase the reliability and validity of the study. In cases where a study is unable to acquire the estimated sample size, triangulation can be employed to improve the overall study’s validity by confirming analysis findings with other methods.
Limitations
When it comes to any influences that are unable to control for this particular study, one would have to consider the responses of the one being interviewed. Another factor would be if the individuals being interviewed are not completely honest about their responses which in turn creates potential weaknesses in the information gathered. For example, the present pandemic COVID 19 VIRUS has caused all school functions to be altered which has affected all educational leaders and those they teach. This pandemic has caused and the issue of not having a site to work from in regard to the study at hand. These are some potential limitations that might have a bearing on the study at large. Nevertheless, as the impact of COVID-19 unfolds, pandemic-related trauma and economic instability will disproportionately impact children in poverty, who most heavily rely on school-based services for nutritional, physical and mental health needs (Masonbrink&Hurley, 2020).
Conclusion
This study will play an instrumental role in understanding the problem of poverty and educational performance. Academic achievement can be predicted by socioeconomic status (McKenzie, 2019). In particular, the qualitative study will provide insights into the perceived ways in which poverty deters children from generating their desired academic potentials. The study not only contributes to the understanding of this problematic area of research, but it is also going to be beneficial to educational leadership, students, and policymakers.
At the educational leadership levels, the study can guide school administrators on developing interventions that can promote effective performance and success for low-income learners. Having this particular study researched can create new avenues resolve for many educational leaders and create innovative programs. Knowledge is always a great advantage and creates the ability to bring forth a major shift in a problem or issue in any given case. So is the function of this study to make clear the problem and to make the certainty of innovative solutions that promotes positive change.
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