Poverty's Effect on Childhood Academic Achievement

The damaging effects of poverty on childhood have been well documented (Guo and Harris 2000). Numerous studies have shown childhood poverty to be highly correlated with poor performance in academics, lower IQ scores, and an increased risk of dropping out of school. Poverty also affects the level of education children attain and their math and reading capabilities (Powers 1996).

One study even found that the IQ scores of children from disadvantaged socio-economic backgrounds were 25 points lower than their counterparts from privileged families. Additionally, lower socio-economic status seems to be associated with a lower rate of attendance and fewer years of school completed (Bradley and Corwyn 2002).

Poverty's effect on childhood academic achievement varies in relationship to age and length of time in poverty, parents' occupation and source of income, parents' educational attainment, cognitive stimulation, physical environment, neighbors' influence, physical well-being, and parenting style.

Poverty begins to affect the academic achievement of children in infancy (Bradley and Corwyn 2002). It has its greatest effect on the mental development of the child (Powers 1996). After early childhood, socio-economic status plays less and less of a part in the academic achievement of poor children (Bradley and Corwyn 2002).

However, reports show that the longer children live in poverty, the lower their level of academic achievement (Guo and Harris 2000). Considering the fact that most homes that experience poverty will suffer from it again, and that poverty will affect over one-third of American's during their childhood, it comes as no surprise that the culprit in the lower academic achievement of America's youth is poverty (Rank and Hirschl 1999).