Study Says Poverty Holds Students Back From Success

“Poverty may well be the underestimated culprit that inhibits many children from succeeding in school,” according to a report issued last week.

“WisKids Count 2001” reported that poverty, homelessness, mobility and racial disparities all work to prevent children from achieving to the best of their abilities.

The annual report from the Wisconsin Council on Children and Families looked at various statistics to gauge the well-being of children in Wisconsin.

It found that the number of Wisconsin children eligible for free or reduced lunches, a measure of poverty, increased from 25.6% in 1993-1994 to 28.4% in 1999-2000.

WisKids Count cited previous studies documenting that poverty leaves “measurable scars” on children’s intelligence and behavior.

“The effects of poverty are cumulative,” according to WisKids Count. “The longer children are exposed to poverty, the more cognitive damage it does. Therefore, it is not surprising that children from low-income families are less likely to be ready for school.”

Children from homeless families face additional obstacles to school success.

“Families are the fastest growing segment of the homeless population, accounting for almost 40% nationally,” according to WisKids Count.

Wisconsin schools served 17,000 homeless children and youth in the 1999-2000 school year.

WisKids Count also reported that research has found a strong relationship between mobility and academic and disciplinary problems in school.

“The study said minority children often face especially high barriers.

“Poverty remains the greatest barrier to educational success for many children of color,” according to WisKids Count.

The report found that demands upon public education continue to increase, from government setting higher expectations to an increase in the number of children needing special services.

The number of students in special education rose from 10.% in 1993/1994 to 12% in 1999-2000.

The report said there is hope, however. The report cited several ingredients to increasing student achievement that are working in many school districts:

• Parental involvement
• Quality teachers
• Students ready to learn
• High quality early child care and education
• School breakfast
• Small class size.

The report said a growing body of research has demonstrated the value of lower class sizes. This includes Wisconsin’s Student Achievement Guarantee in Education (SAGE) class-size-reduction program.

Copies of the study can be ordered from WCCF, 16 N. Carroll St., Suite 600, Madison, WI 53703, or by visiting the WisKids Count 2001 Web site.