EDUC 701 LIBERTY UNIVERSITY Annotated Bibliography_ASSIGNMENT_2022.pdf

Running head: ANNOTATED BIBLIOGRAPHY 1

Amber Martin

Annotated Bibliography

#1Liberty University

EDUC 701

Dr . Spaulding

September 12, 2021

Annotated Bibliography 2

Annotated Bibliography

Research Question:

“What impact does poverty have on American school children?”

Reference 1:

Alexander, N. A., & Jang, S. T. (2020). Policy, poverty, And student achievement: An Exploration

of the Impact of State Policies. Educational Policy, 34 (4), 674–704.

Alexander and Jang (2020) have investigated state policies that focus on scholarly academic

achievement in evaluations among educators and the relationship between privileged and

underprivileged students (Alexander and Jang, 2020). Alexander and Jang (2020) set up

their study on data spread throughout schools in the United States during 2007 through

2013 (Alexander and Jang, 2020). Data from their study indicated that disadvantaged

students had lower than average math and reading scores when portraying the big

differences among states with and without policy in place (Alexander and Jang, 2020).

Alexander and Jang (2020) have related poverty with inefficient resources but fail to

recognize the impact inefficient resources have on these at-risk children and their public

schools (Alexander & Jang, 2020). Further, Alexander and Jang (2020) have suggested that

educators acknowledged, “Reducing poverty has become an international concern, yet there

is no international consensus on guidelines for measuring poverty” (Alexander & Jang,

2020)

Reference 2:

Giovanelli, A., Mondi, C.F., Ou, S., & Reynolds, A.J. (2019) Reducing poverty and

inequality through preschool to third grade prevention services. American Psychologist, 74(6),

653–672. Retrieved from https://doi-org.ezproxy.liberty.edu/10.1037/amp0000537

Giovanelli, Mondi, Ou and Reynolds (2019) discuss how socio-economic status effects

school readiness. The authors say poverty affects all students of all backgrounds and locations.

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Countless neighborhoods struggle living in poverty for generations and for some, poverty is a

new problem. Their studies have found that these at-risk children are more likely to be at an

elevated risk of poor cognitive, socioemotional, health and foundation skills. The authors

found that if schools provide an these enrichment programs with child-focused curricula and

instructional methods, this could contribute to the growth and development of impoverish

students to prepare them for school transitions. Research also discovered that parental

involvement is crucial for these children to develop academically. Giovanelli, Mondi, Ou and

Reynolds (2019) suggested that there are other substantial risk factors associated within poverty

limit their educational success. The authors state that investment in an educational enrichment

program can enhance school readiness. This study suggests additional research question by

focusing on the importance of educational programs to improve students’ academic and social

skills for a better outlook.

Reference 3:

Blair, C., Burchinal, M., Carr, R.C., Cox, M., & Vernon-Feagans, L. (2018). Depth, persistence,

and timing of poverty and the development of school readiness skills in rural low-income

regions: Results from the family life project. Early Childhood Research Quarterly, 45,

115-130. Retrieved from https://doi.org/10.1016/j.ecresq.2018.07.002

Blair, Burchinal, Carr, Cox and Vernon-Feagans (2018) research is focused on poverty and

school readiness. The authors determined that the primary issue resulting in poverty is the gap in

school readiness. They theorized that poverty can be summed up into three sections: persistence

depth, and that is below the poverty line. According to their research, depth of poverty focuses on

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the income needed that is below the poverty threshold. This study showed that children from lower,

or very poor, income families reportedly showed extremely low levels of academic and social

development. The persistence of poverty can be classified under income to need ratio at the

poverty threshold, showed children had consistent and substantially low cognitive and social skills.

The time of poverty was the most important study due to the data the authors collected. The results

clearly outlined that children who experience poverty earlier in life appeared to have lower levels

of academic and social skills that will follow them into adulthood.

Reference 4:

Alvarado-Urbina, A., Hannum, E., & Liu, R. (2017). Evolving approaches to the study of

childhood poverty and education. Comparative Education, 53(1), 81-114. Retrieved from

https://doi-org.ezproxy.liberty.edu/10.1080/03050068.2017.1254955

Alvarado-Urbina, Hannum and Liu (2017) focused their study on measuring the living

conditions of people and socioeconomic status as it relates to education. The authors divide

the research into 4 categories. Education which collected information on attendance, cost, and

education level of family members within the student’s home. Employment collected information

on occupation type, salary, and benefits. Non-labor income focused on income provided outside of

the normal occupation to include disability and government assistance. Finally, housing looked at

the state of the dwelling, utilities and the cost of living. The authors believed collecting this

data would give them a better understanding of the socioeconomic conditions of families living

in poverty. Their study then is focused on student preparedness by looking at 2 factors: home

possessions and attributes. Home possessions looked at the amount of educational resources were

found in the home. This included toys, media, books, etc. Attributes focused on the amount of time

a student spent with a parent.

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Reference 5:

Biddle, C.,Harris-Smedberg, K., Mackenzie, S.V., & Mette, I.M. (2016). Poverty, privilege, and

political dynamics within rural school reform: Unraveling educational leadership in the invisible

America. Journal of Cases in Educational Leadership, 19(3). 62-84 Retrieved from Biddle, Harris-

Smedberg.

Biddle, Harris-Smedberg, Mackenzie, and Mette (2016) studied the connection between rural, low-

income schools and the surrounding community. The researches determined that rural public

schools are often the main source of employment for their communities as well as meeting halls for

various community events. This study centered on the abilities of these rural public schools and

how they provide quality education to their students. Several schools in these rural areas are

condensed into a larger district to reduce cost and have less educators within the larger district.

Some of these educators will be forced to move to other schools to provide backup for other

classes. This can lead these educators to feeling bunt out and feeling underpaid as they are basically

doing the work for two schools. This study focuses to provide additional research questions as it

looks at the demands on these teachers in rural, low-income areas. Many of these teachers are

asked to go above and beyond for their districts with little or no preparation.