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Running head: ANNOTATED BIBLIOGRAPHY 1 Amber Martin Annotated Bibliography #2Liberty 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 6: Plucker, J. A., & Peters, S. J. (2018). Closing poverty-based excellence gaps: Conceptual, measurement, and educational issues. Gifted Child Quarterly , 62(1), 56–67. The primary focus of this study was to argue that a growing number of students that live in poverty and address the quality education gaps that are continue to increase for these children. Quality gaps are often varying outcomes in tests scores at the advanced level among subgroups of students (Plucker, 2016). Educators, administrators, and other school administrators prime focus of the students who do not do well in standardize testing and understand it can be effects of poverty. This article mentions that we must feature these gaps as a focal point. They continue to increase, the hope is that educators work towards closing these gaps not only for the low scoring students but also for the high scoring students living in poverty. The data in this article was collected from studies in the International Mathematics and Science Study and from 82 education systems. There findings were that there is evidence of declining gender education gaps and persistence. Reference 7: Parbst, M. & Wodtke, G.T. (2017). Neighborhoods, schools, and academic achievement: A formal mediation analysis of contextual effects of reading and mathematics abilities. Demography, vol. 54(5), pages 1653-1676. Retrieved from https://doi.org/10.1007/s13524-017-0603-1
Annotated Bibliography 3 A very similar experiment was conducted by Kimbro, Magnuson and Wolf, Parbst and Wodtke (2017). To determine if the economic status of a communities in certain areas could possibly affect a school’s socioeconomic status. Their experiment measured: poverty rate, unemployment, household income, single parent homes, education level of adults in the home, and occupation. The authors in this study hypothesized that it was possible a neighborhood could affect and determine the outcome of these children. The socioeconomic composition of the schools assigned there and that the socioeconomic composition of the school, would in turn, affect academic achievement. The authors suggested that a school’s economic status and quality of education are linked, it is understood that most low-income areas tend to result in multiple educational deficiencies. Schools in low-income communities’ house low-income students, end up employing less than excellent teachers resulting in chaotic classrooms and not enough resources for all of the students. Reference 8: Barbarin, O. A., & Aikens, N. (2015). Overcoming the educational disadvantages of poor children: How much do teacher preparation, workload, and expectations matter. American Journal of Orthopsychiatry , 85 (2), 101–105. The authors that wrote this article, O.A. Barbarian and N. Aikens, published it in 2015 with the purpose of advising those that have the power to reform and make changes in the education system about the disparaging education gaps between poor and rich children. The authors are credible and believable and appear to have authority since they both come from distinguished research-based institutions that are favored and admired. They go on to the scientific use of statistical analysis to support their evidence and how they identify these issues in the environments of impoverished students. The authors provide detailed findings for the effects of these environments and on the academic success of each of these children. The authors allege that the terrible conditions these
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