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The Effect of Study Habits on the Academic Performance Essays and Term Papers

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The Effect of Study Habits on the Academic Performance Essays and Term Papers
The Effect of Study Habits on the Academic Performance Essays and Term Papers
Educational Research and Reviews Vol. 6 (7), pp. 522-527, July 2011 Available online at http://www.academicjournals.org/ERR ISSN 1990-3839 © 2011 Academic Journals
Review
The effects of poverty on academic achievement
Misty Lacour1 and Laura D. Tissington2*
2
Southern Arkansas University, Magnolia, Arkansas, USA. th University of West Florida, 1732 N. 13 Avenue Pensacola, Florida 32503, USA.
Accepted 12 May, 2011
Poverty, which forms a specific culture and way of life, is a growing issue in the United States. The number of Americans living in poverty is continually increasing. Poverty indicates the extent to which an individual does without resources. Resources can include financial, emotional, mental, spiritual, and physical resources as well as support systems, relationships, role models, and knowledge of hidden rules. Poverty directly affects academic achievement due to the lack of resources available for student success. Low achievement is closely correlated with lack of resources, and numerous studies have documented the correlation between low socioeconomic status and low achievement. Several strategies exist to assist teachers in closing the poverty achievement gap for students. Key words: Poverty, family income, achievement gap, academic gap. INTRODUCTION In the United States (US), the gaps in achievement among poor and advantaged students are substantial (Rowan et al., 2004). Through multiple studies, The U.S. Department of Education (2001: 8) has indicated results that “clearly demonstrated that student and school poverty adversely affected student achievement”. The U.S. Department of Education (2001) found the following key findings regarding the effects of poverty on student achievement in a study conducted on third through fifth The grade students from 71 high-poverty schools: students scored below norms in all years and grades tested; students who lived in poverty



References: Allington RL (1991). Effective literacy instruction for at-risk children. Knapp MS, Shields PM (Eds.), Better Schooling for the Children of Poverty: Alternatives to Conventional Wisdom, Berkeley, CA: MrCutchan Publishing Corp. pp 9-30. Bergeson T (2006). Race, poverty, and academic achievement. Available on http://www.doh.wa.gov/SBOH/ESS/documents/Race&Poverty.pdf Brooks-Gunn J, Duncan GJ, Maritato N (1996). Poor families, poor outcomes: The well-being of children and youth. In G.J. Duncan & J. Brooks-Gunn (Eds.), Consequences of Growing Up Poor. New York: Russell Sage Foundation, pp 1-17. Duncan GJ, Brooks-Gunn J (1996). Income effects across the life span: Integration and interpretation. In Duncan, Brooks-Gunn (Eds.), Consequences of Growing Up Poor. New York: Russell Sage Foundation, pp. 596-610. Halpern-Felscher BL, Connell JP, Spencer MB, Aber JL, Duncan GJ, Clifford E, Crichlow WE, Usinger PA, Cole SP, Allen L, Seidman E (1997). Neighborhood and family factors predicting educational risk and attainment in African American and white children and adolescents. In Brooks-Gunn, Duncan, Aber (Eds.), Neighborhood Poverty. New York: Russell Sage Foundation, pp 146-173. Harrington M (1997). The two nations. In The Other America: Poverty in the United States. New York: Touchstone. pp 158-174 Haveman R, Wolfe B, Wilson K (1996). Childhood poverty and adolescent schooling and fertility outcomes: Reduced-form and structural estimates. In Duncan, Brooks-Gunn (Eds.), Consequences of Growing Up Poor. New York: Russell Sage Foundation, pp 419460 Hernandez DJ (1997). Poverty trends. In Duncan, Brooks-Gunn (Eds.), Consequences of Growing Up Poor. New York: Russell Sage Foundation, pp 18-34. Mayer SE (1997). The "true" effect of income. In What Money Can 't Buy: Family Income and Children 's Life Chances. Cambridge, MA: Harvard University Press, pp 79-96. Morris P, Gennetian LA, Knox V (2002). Welfare policies matter for children and youth: Lessons for TANF reauthorization. New York: Manpower Demonstration Research Corp. (ERIC Document Reproduction Service No. ED464258). Neuman S (2009, April). Use of the science of what works to change the odds for children at risk. PDK, 90: 582-7. Payne RK (1996). A framework for understanding poverty. Highlands, TX: aha! Process, Inc. Peters HE, Mullis NC (1997). The role of family income and sources of income in adolescent achievement. In Duncan, Brooks-Gunn (Eds.), Consequences of Growing Up Poor. New York: Russell Sage Foundation, pp 340-381. Phillips M, Flashman J (2007). How did the statewide assessment and accountability policies of the 1990s affect instructional quality in lowincome elementary schools? In Gamoran (Ed.), Standards-Based Reform and the Poverty Gap. Washington, D.C.: Brookings Institution Press, pp 45-88. Redman GL (2003). Parent and community involvement. In, A Casebook for Exploring Diversity. New Jersey: Pearson Education, Inc., pp 149-159 Rowan B, Cohen DK, Raudenbush SW (2004). Improving th educational outcomes of students in poverty through multidisciplinary research and development. Retrieved February 29, 2008 from http://www.isr.umich.edu/carss/about/Prospectus.pdf Santo M, Lensmire TJ (2009). Poverty and payne: Supporting teacher to work with children of poverty. PDK 90: 365-70. Shields PM (1991). School and community influences on effective academic instruction. Knapp, Shields (Eds.), Better Schooling for the Children of Poverty: Alternatives to Conventional Wisdom. Berkeley, CA: MrCutchan Publishing Corp. pp 313-328. Smith JR, Brooks-Gunn J, Klebanov PK (1997). Consequences of living in poverty for young children 's cognitive and verbal ability and early school achievement. In Duncan, Brooks-Gunn (Eds.), Consequences of Growing Up Poor. New York: Russell Sage Foundation. pp 132189. Sum AM, Fogg WN (1991). The adolescent poor and the transition to early adulthood. In Edelman P, Ladner J (Eds.), Adolescence & Poverty: Challenge for the 1990s. Lanham, MD: Center for National Policy Press.pp 37-110. Teachman JD, Paasch KM, Day RD, Carver KP (1996). Poverty during adolescence and subsequent educational attainment. In Duncan, Brooks-Gunn (Eds.), Consequences of Growing Up Poor. New York: Russell Sage Foundation, pp 340-381. USDOE (2001). The longitudinal evaluation of school change and performance (LESCP). in title I schools. Washington, D.C.: Government Printing Office. (ERIC Document Reproduction Service No. ED457306). Zill N, Moore KA, Smith EW, Stief T, Coiro MJ (1995). The life circumstances and development of children in welfare families: A profile based on national survey data. In P.L. Chase-Lansdale & J. Brooks-Gunn (Eds.), Escape from Poverty: What Makes a Difference for Children? New York: Cambridge University Press, pp 38-62.

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