Annotated Bibliography 2
Annotated Bibliography
Research Question:
“How does poverty and low socioeconomic status have an effect on a student’s education and
learning outcomes?”
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 & Jang (2020) have investigated state policies research the differences between students
who are living in poverty and students who are not(Alexander and Jang, 2020). The authors’
focused on creating a research study that ran from 2007 through 2013 (Alexander and Jang, 2020).
They were determined to understand differences between the underprivileged students with the
privileged. The findings where that student living in poverty scored much lower on math tests than
the students who did not live in poverty (Alexander and Jang, 2020). Poverty being the main factor
in these low-tests scores schools’ serious intervention is needed. (Alexander & Jang, 2020).
Further, Alexander and Jang (2020) have suggested that educators are aware and have said,
“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 & Reynolds (2019) surmise family income can undermine a student’s
preparedness for school. The researchers’ assumption is that poverty touches young children all
over the country. Countless neighborhoods struggle living in poverty for generations and for
Annotated Bibliography 3
some, poverty is a new problem. Their studies have found that these at-risk children will have
mental, physical and emotional problems that can last through to adulthood. Their research has
determined that schools can provide opportunities to children to improve their lives. Schools
could offer additional programs to these at-risk children such as after school programs, resources
for the children at home and provide technology to enhance their education. Research proves that
parents need additional resources at home to enrich their children’s education. Giovanelli, Mondi,
Ou and Reynolds (2019) offer other suggestions such as early intervention programs to ensure
these families are equipped to advocate for their children and understand how important education
is for their children’s future.
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 & Vernon-Feagans (2018) studied whether poverty impacts a student
being ready to attend public school. The researchers have found that the main problem poverty has
affected is limiting a student being ready to start school. They surmised that impoverished
households are directly affected in three areas: persistence depth, and that is below the poverty line.
The author’s research discovered how much poverty disrupts the students’ lives. The major factor
is the threshold for living under the median poverty scale. Results were that poverty-stricken
students had lower test scores than the peers. Social development was also far behind their fellow
classmates as well. The true plague that poverty presents is shown throughout school-aged
children’s important academic education. Failure to correct these issues into childhood will result
Annotated Bibliography 4
in these children growing into adults that the continue with the same cycle that keeps the next
generation from growing out of poverty.
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 & Liu (2017) developed a study on education and how lower incomes
effects the outcome of their education. The authors have 4 main research categories. Education
focuses on the attendance, cost and each family members education level for their study.
Employment looks at the type of work, salary and if any benefits are offered with the job. Non-
labor is any income that is not earned such as government assistance and social security disability.
Last they look at housing, this determines the cost of the home, what utilities run and the current
condition of the residence. Alvarado-Urbina, Hannum & Liu (2017) had thought this study and
collecting this information would help them determine how lower socioeconomic status would help
them learn how this can impact education. Once that info was collected and processed they needed
to look at two determining factors : home possessions and attributes. Home possessions was to
figure out how much educational materials were available to the students in their homes. Attributes
looked at how much time the students spent with the parents. This focused on the quality time
students would receive with them.
Reference 5:
Biddle, C.,Harris K., Mackenzie, S.V., & Mette, I.M. (2016). Poverty, privilege, and political
dynamics within rural school reform: Unraveling educational leadership in the invisible
Annotated Bibliography 5
America. Journal of Cases in Educational Leadership, 19(3). 62-84
Biddle,Harris,Mackenzie,&Mette (2016) studied how long incomes affect many rural
neighborhoods that have larger student populations in their schools. The studies done by the
authors have found that rural public-schools provide more for their communities than the average
school in more urban areas. The author’s research was founded on the abilities of these rural
public-schools and how they are able to provide an adequate education to the attending students.
Several schools in these rural areas are condensed into a larger districts to save money and have
less teachers that are available to those schools. Some of these educators will feel as they do not
have options but to be overworked as they are strained with less resources and teaching multiple
classes. Educators that are operating in a burnt-out state will directly affect the students in their
classrooms. This study focuses to provide additional research questions to figure out how these
rural locations can provide better education to their students with these limited resources available.
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