This study examined the relationships between poverty and a school's academic performance (both student achievement and growth). Educators, advocates, and policymakers can use these data to shape how people look at the performance of schools in their communities and to inform education policy (e.g., the effect of evaluating schools based on achievement vs. growth). The results suggest that the use of achievement measures when evaluating school performance in federal education policy and use of achievement by states biases the evaluation against schools who serve vulnerable populations with potentially adverse impacts on students most historically marginalized. Instead, schools and educators serving students living in poverty, experiencing trauma, and facing the greatest educational and economic barriers need to be recognized and supported when doing good work rather than doubly punished. This study also argues that a more accurate picture of what schools are contributing academically is needed for all communities.