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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.

Annotated Bibliography 3 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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Annotated Bibliography 4 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.

Annotated Bibliography 5 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. Reference 5: 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

Annotated Bibliography 6 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)

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