The Promise of Economic-Integration: Examining the Relationships among School Poverty, Individual Poverty, and Reasoning Skills

Autor/in	Rogers, Michelle
Titel	The Promise of Economic-Integration: Examining the Relationships among School Poverty, Individual Poverty, and Reasoning Skills
Quelle	In: eJEP: eJournal of Education Policy, (2016), (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2158-9232
Schlagwörter	Poverty; Logical Thinking; Thinking Skills; Disadvantaged Schools; Family Income; Cognitive Ability; Comparative Analysis; Low Income Students; Economically Disadvantaged; Middle Class; Elementary School Students; Elementary Schools; Cognitive Tests; Statistical Analysis; Cognitive Abilities Test + Suchen Sie Ihr Suchwort? Armut; Denkfähigkeit; Familieneinkommen; Mittelschicht; Elementary school; Grundschule; Volksschule; Kognitiver Fähigkeitstest; Statistische Analyse
Abstract	This study examines the relationships between school poverty status, family income status, and reasoning ability for the purpose of understanding the role of school poverty on reasoning skills. Cognitive ability scores of students attending mixed-poverty schools were compared to their counterparts attending institutions with low, high, and extreme poverty. Results showed that students attending economically-integrated schools had similar reasoning skills to those attending schools with low and high poverty. The largest differences were between students attending economically-integrated schools and those enrolled in schools with extreme poverty. Irrespective of school poverty status, individual income status had a strong, significant effect on reasoning skills. In general, those who participated in the federal free-reduced lunch program possessed less advanced reasoning skills than their economically advantaged peers. Research findings have important implications for economic-integration school policies. (As Provided).
Anmerkungen	Arizona Board of Regents, for and on behalf of Northern Arizona University. PO Box 4087, Flagstaff, AZ 86011. Web site: https://nau.edu/coe/ejournal/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01