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ERIC Number: EJ1158098
Record Type: Journal
Publication Date: 2016
Pages: 14
Abstractor: As Provided
ISSN: EISSN-2158-9232
The Promise of Economic-Integration: Examining the Relationships among School Poverty, Individual Poverty, and Reasoning Skills
Rogers, Michelle
eJEP: eJournal of Education Policy, Spr 2016
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.
Arizona Board of Regents, for and on behalf of Northern Arizona University. PO Box 4087, Flagstaff, AZ 86011. Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Assessments and Surveys: Cognitive Abilities Test
Grant or Contract Numbers: N/A