THE IMPACTS OF POVERTY TO GRADE 10 STUDENTS IN LAS PIÑAS EAST

NATIONAL HIGH-SCHOOL

A Baby Thesis Presented

to the English Department

Las Piñas East National High School

In Partial Fulfillment of the English

Requirements of the Grade 10

Junior High School

Submitted by:

Diestro, Daine Jimmuel

Hingada, Mark Genesis

Jereza, Mary Louise

Ortega, Isha Joy

Sarmiento, Mike Jefferson

Sombillo, Ma. Gaslyn

Villagracia, Allen

2023

1
 Acknowledgement

We would like to express our heartfelt gratitude to all individuals and institutions

who have contributed to the successful completion of this research project. Their

support, guidance, and encouragement have been invaluable throughout this journey.

First and foremost, we extend my deepest appreciation to my supervisor, Sir Tim

Talisayon, for his unwavering guidance and mentorship. His expertise, patience, and

dedication have been instrumental in shaping this research and bringing out its full

potential. We are grateful for his invaluable feedback, constructive criticism, and

constant encouragement that have greatly enriched this work. We would also like to

extend my sincere thanks to the members of my research committee, for their valuable

insights and expertise. Their rigorous examination of this research has provided me with

valuable suggestions and perspectives that have significantly enhanced its quality. We

are deeply grateful to the participants of this study who willingly devoted their time and

efforts to participate in the data collection process. Their contribution has been essential

in generating meaningful findings and ensuring the validity and reliability of this

research. Lastly, we are grateful to our family and loved ones for their unwavering

support, understanding, and encouragement. Their love and belief in us have been a

constant source of motivation, helping us overcome challenges and persevere in this

research endeavor. To everyone who has played a role in this research, directly or

indirectly, Ee offer our heartfelt appreciation. Your contributions have been essential in

making this project a reality.

2
 THE IMPACT OF POVERTY TO GRADE 10 STUDENTS IN LAS PINAS EAST

NATIONAL HIGH-SCHOOL

CHAPTER 1

INTRODUCTION

The term poverty refers to the state or condition in which people or communities

lack the financial resources and essentials for a minimum standard of living. As such,

their basic human needs cannot be met. Poverty-stricken people and families may go

without proper housing, clean water, healthy food, and medical attention. (Chen, 2023)

Poverty can cause a child’s early development in society. A child’s early

development is greatly impacted by living in poverty which leads to poor cognitive

outcomes, school achievement, and severe emotional, and behavioral problems, but

student now days use poverty as an inspiration to rise in life or achieve something in life

even though they are struggling because of their state in life.

What exactly is poverty? Poverty is about not having enough money to meet

basic needs including food, clothing and shelter. Poverty is one of the many issues, that

our country is facing for a very long time. According to the research of The Philippine

Statistics Authority says that nearly 1 in 5 Filipinos are living below the poverty line but

the real number could be a lot higher. Poverty is a significant issue that affects millions

of individuals and communities worldwide. According to Reuters, about 2.3 million

people in the Philippines were pushed into poverty between 2018 and 2021, largely due

to the economic downturn caused by the pandemic. The number of people living in

3
poverty in 2021 rose to a total of almost 20 million or 18.1% of the population from

16.7% in 2018.

This can have a severe impact on individuals, families, and communities

including on the education of students. Countless students come to school, each with

their own set of unique gifts and abilities, but due to the lack of their needs for learning

often places more stress on a student, which can negatively impact the student's ability

to succeed in a school.

Poverty is a significant issue that affects millions of individuals and communities

worldwide. This can have a severe impact on individuals, families, and communities

including on the education of students. Countless students come to school, each with

their own set of unique gifts and abilities, but due to the lack of their needs for learning

often places more stress on a student, which can negatively impact the student's ability

to succeed in a school. Education can be impacted by poverty. Due to a lack of

resources, such as textbooks and school supplies, children from low-income homes

could not have access to a decent education and might even need to work to help

support their family.

According to the Article XIV, Section 1, of the 1987 Constitution provides that,

"The State shall protect and promote the right of all citizens to quality education at all

levels and shall take appropriate steps to make such education accessible to all." Even

though the government makes the education accessible to everyone, because of the

lack of money and fewer resources like textbooks and school supplies that are needed

in the school. Children from low-income homes could not have access to a decent

education. It is concerning to hear that the the proportion of poor Filipinos was

estimated to be 16.6 percent in 2018. This statistic highlights the issue of poverty in the

4
Philippines and its impact on education. Some of parents often work longer hours or

multiple jobs to earn some money but it is still not enough. It's unfortunate that many

students from low-income families face significant obstacles that hinder academic

success.

BACKGROUND OF THE STUDY

According to the study of Jaime Aristotle B. Alip, Poverty and education are

inextricably linked. Not every person without an education lives in extreme poverty, but

most adults living in poverty missed out on a basic education. Poor people stop going to

school because they have to work, which leaves them without the literacy and numeracy

skills needed to improve their situation. With little income and few options, their children

are also more likely to leave school, perpetuating a cycle of poverty that spans

generations. This is unfortunate, because the most important way that education affects

poverty is that it can help to end it.

For this reason, the fourth Sustainable Development Goal (SDG) of the UN 2030

Agenda relates to education: “ensure inclusive and equitable quality education and

promote lifelong learning opportunities for all.”

The research conducted in Las Pinas East National High School, a public school

located in the city of Las Pinas in the Philippines, and the reasearcher asked 1 to 3

student respondents in grade 10 students on how poverty affects in their academic

achievements and their struggles every day in their school because of this problem.

RATIONALE

Exploring the impact of poverty on the education of tenth-grade students is a

crucial research area as it enables us to comprehend how one's economic status affects

5
their academic achievements and educational outcomes. Research has shown that

poverty has a substantial adverse effect on educational accomplishments, particularly in

areas such as literacy, numeracy, and critical thinking skills. By delving into this topic,

we can obtain valuable insights into how poverty affects educational outcomes and

identify potential policies and interventions that can mitigate these effects.

Furthermore, investigating the impact of poverty on education in tenth-grade

students can provide us with a better understanding of the broader societal and

economic implications of educational inequality. As an increasing number of grade 10

students are experiencing extreme poverty, education becomes a determining factor for

social mobility and economic opportunities. Students from low-income families may

encounter significant barriers in accessing higher education and securing well-paying

jobs. By examining the relationship between poverty and education, we can identify the

factors contributing to social and economic inequality and develop programs and

policies that promote greater equity and opportunity for all students, irrespective of their

socioeconomic status.

STATEMENT OF THE PROBLEM

This study aims to answer the following questions about the impact of poverty in

education of grade 10 students at Las Pinas National High School.

1. What kind of problems do Grade 10 highschool students in Las Pinas East National

Highschool faces in their education because of the lack of money?

2. To what extent do parental income affect children’s participation in school education?

3. How do home related factors affect children performance?

Figure 1: Conceptual Framework on the effects of poverty in academic

performance of a student

The conceptual framework in the concept map shows the effects of poverty. The

parent's income, the socio-economic status and also some home-related factors are

some of the factors to why students can't meet their needs and participate in school

activities. As a result, the students have low academic performance and disadvantages

in academic activities in school.

7
 THEORETICAL FRAMEWORK

Figure 2: Theoretical Framework for Effective Educational Leadership in Rural

High-Poverty

The theoretical framework above (figure 2) is that all components of the system

are integrally-interconnected. A deep understanding of students' lived realities and the

complex socialstructures that impact them inform all other decisions and actions. It is

only with informed-intentionality that educational leaders can be architects of systems

that produce truly sustainable, socially just outcomes for the diverse populations they

serve. Although each individual component is a necessary part of the whole,

transformative change comes from their interaction within a cohesive model of

educational leadership in rural high-poverty schools. Effective educational leaders in

rural high-poverty schools cultivate opportunities for students to learn and succeed,

removing obstacles to access. They engineer educational systems supported by people,

policies, and practices that expand students' capacity to learn and their ability to apply

that learning to real time opportunities within and beyond their high school educational

experience.

8
 There are five overarching themes emerged from this study:

1)Understand and Respond to Students’ Lived Realities, 2) Relationships, 3)

Community Engagement, 4) Capacity and Competency, and 5) Access and Opportunity.

These themes are brought together into a theoretical framework for effective leadership

in Rural high-poverty schools represented in Figure 2.

 UNDERSTAND AND RESPOND TO STUDENTS LIVE’S REALITIES – In his

work on equity literacy, Gorski (2018) states, “We cannot understand the

Relationship between poverty and education without understanding the barriers

and inequities people experiencing poverty face in and out of school” (p. 29). This

is the foundation of effective educational leadership in rural high- poverty

schools. It informs all other actions and is enhanced by trusting relationships.

This is the ability to see complex systems that perpetuate poverty and having the

courage to redress them. (Ramsey H., 2021) Every student who lives in poverty

suffers from financial problems and has a disadvantage in their education for

circumstances like their projects and assignments that they can’t do because

they can’t afford for it. People need to address this issue so that the students who

lives in poverty line can keep up in the academic activities in school.

 RELATIONSHIP – Relationships are central to this model. Trusting relationships

make all other action possible, accelerating action through positive human

interaction. Establishing meaningful relationships with students and families

experiencing poverty requires exploring how they experience school and how
9
 school systems (e.g., people, policies and Practices) impact them. It requires

educational leaders to reflect on that experience, those systems, and their role

within them. To cultivate trust is not passive, but rather an active and quite

intentional process that demands not only seeing the issues but being

courageous enough to respond to them. Productive, meaningful relationships

with students and families experiencing poverty are strengthened through a

sense of family within the school community which is actively nurtured with great

attention to culture and love. (Ramsey H. 2021)

 CAPACITY AND COMPENTACY – Effective educational leaders in rural high-

poverty schools promote a curriculum that allows ALL students to excel in both

technical and academic pathways. Emphasis is placed on developing learners'

capacity to grow and adapt in a hyper-evolving global marketplace. Care is taken

to ensure such practices reflect high expectations. (Ramsey H., 2021) If the

student has the motivation and willingness to learn despite their socioeconomic

status, the student might excel in their education.

 COMMUNITY ENGAGEMENT – Establishing a strong sense of community is

foundational to educational improvement. Commonplace solutions for

educational woes have little impact without first building community (Taulbert,

2006). Community engagement in this framework has two dimensions: the school

serving the community, and the community serving the school. Parent

engagement overlaps both dimensions. Effective educational leaders in rural

high-poverty schools advocate for their students in the greater school community,

engineer opportunities for students to serve their community, and welcome

parents as active participants in core school functions. Trusting relationships and

(Ramsey H., 2021). Students especially in the poverty line should be given

equitable opportunities to succeed to thrive in their academic activities.

 ACCESS AND OPPORTUNITY – Socioeconomic status is just one factor that

has historically limited student and family access to a quality education. Families

experiencing poverty are often blamed for their own circumstances. The complex

social systems that contribute to their socioeconomic status are Ignored or

explained away by those who enjoy hegemonic privileges of the dominant class.

Sometimes intentionally, sometimes unintentionally, the structure of schools

prevents access to students and families experiencing poverty. Schools that

serve underprivileged populations of students often lack the necessary financial,

physical, and human resources necessary to address their students’ and families’

needs. Too often, people, policies, and practices of schools do not reflect a

critical, social justice mindset and, in contrast, promote behaviors indicative of a

deficit ideology. Such behaviors serve only to reproduce a growing opportunity

gap. Removing barriers to accessing a rigorous and high-quality education is a

major leadership function in rural high-poverty schools. Educational leaders must

reflect on the people, policies, and practices of the school: ensuring they are

aligned with providing access and opportunities for underserved students and

families. (Ramsey H. 2021).

11
 SCOPE AND LIMITATIONS

The research aims to investigate the implications of poverty on the education of

grade 10 students in LPHENHS. It will explore various aspects of education, such as

academic performance, access to educational resources, school attendance, and

overall educational experiences. However, the study is limited to grade 10 students, and

the findings may not apply to students in different grade levels or age groups, as their

experiences and challenges related to poverty and education may vary.

Due to resources and time constraints, the research will involve a limited number

of 30 student respondents, potentially affecting the comprehensive representation of all

grades 10 students in LPHENHS. The research will be conducted exclusively in

LPHENHS, and the findings may not be applicable to students in other schools or

educational settings, as the impact of poverty on education can differ based on socio-

economic characteristics and local cont

SIGNIFICANCE OF THE STUDY

The study aims to help and understand students who lives in poverty-line who

struggles at their academics because of the lack of money for their school needs. To

help them find alternatives to make it easier for them to keep up in their schoolworks

and have equity at their classroom.

The study will benefit the following:

STUDENTS – The study will help the students realizes that even in poverty they have

ways to still pass their studies and from a poor background works harder in class than

12
the others knowing that it is his or her chance to make a difference in family and uplift

his siblings and even in poverty they have ways to still pass their studies.

TEACHERS – So that they will know that the child is poor or has money problems that

they cannot afford for their other school needs like requirements for the assignment and

projects for the teacher’s class. And here, the teacher can help the child as much as he

can and treat this problem with an objectively.

PARENTS AND GUARDIANS – The study can help the parents or gurdians of the

students to become aware to the problems of the students at school because of the

poverty. They can help their children in their study to make it easier for them to keep up

to the school academic activities.

FUTURE RESEARCHERS – The conducted study will further open doors for future

researchers to refine and expand studies in relation to poverty in education and also,

they can read it and use it as their reference.

DEFINITION OF TERMS

The following terms are defined operationally:

POVERTY — The term poverty refers to the state or condition in which people or

communities lack the financial resources and essentials for a minimum standard of

living. As such, their basic human needs cannot be met. Poverty-stricken people and

families may go without proper housing, clean water, healthy food, and medical

attention. (Chen, 2023)

13
IMPACT — The strong effect or influence that something has on a situation or person.

These charges will have a damaging impact on the army's reputation.

EDUCATION — Education refers to the discipline that is concerned with methods of

teaching and learning in schools or school-like environments, as opposed to various

nonformal and informal means of socialization. (Scanlon et al. 2023)

Education is a process of learning and acquiring knowledge from teachers or to

someone else or it's also refers to the knowledge you receive through attending in

school. They agree that education is necessary for the successful of an individual.

SOCIOECONOMIC STATUS — Socioeconomic status is the position of an individual or

group on the socioeconomic scale, which is determined by a combination of social and

economic factors such as income, amount and kind of education, type and prestige of

occupation, place of residence, and—in some societies or parts of society—ethnic origin

or religious background. Examinations of socioeconomic status often reveal inequities in

access to resources, as well as issues related to privilege, power, and control.

(American Psychological Association, 2010)

INCOME – Income refers to the money that a person or entity receives in exchange for

their labor or products. Income may have different definitions depending on the context

—for example, taxation, financial accounting, or economic analysis. (Scott, 2022). The

term “income” generally refers to the amount of money that person receives in

exchange of their hard work.

14
 CHAPTER 2

REVIEW OF RELATED LITERATURE

This chapter discusses the related literature and studies about the impacts of poverty in

the education:

Eli Khamarov said it best: "Poverty is like punishment for a crime you didn't

commit." This is especially true of the millions of children that are currently enrolled in

our public education system that live below the federal poverty threshold (“Child

Poverty,” 2018). Students living in poverty experience a plethora of inequities, not the

least of which is an inequity in academic achievement; historically, students of lower

socioeconomic status are academically outperformed by their wealthier counterparts

(White, 1982). Living in Poverty is very hard and challenging. Even though the public

education is free, the resources and everyday expenses going to school can't be afford

by some families. There are also many opportunities some students passed by because

of their lack of money. This puts a great disadvantage to the students who lives in the

poverty line and will have a very hard time competing to other students at school who

can afford education.

CHILDHOOD POVERTY

In the US today, more than 15.5 million children are poverty-stricken according to

the definition of poverty as a family of four living on less than $22,000 annually, which

translates to one in five American children (“Achievement Gap,” 2004; Brooks-Gunn &

Duncan, 1997). Poverty can also reference a lack of time, important relationships and

models, proper nutrition, health, and sleep,in addition to monetary resources (Pawloski,
15
2014). For the purposes of this study, poverty will relate specifically to a student’s

socioeconomic status as determined by North Carolina Report Card standards for being

categorized as “economically disadvantaged”according to eligibility for free or reduced

cost lunch. According to the article “Achievement Gap,”2004, children in poverty have

less access than their wealthier counterparts to educational enrichment prior to entry in

public schools as well as decreased language development, resulting in smaller

vocabularies and lower language skills. A 2012 study supports this assertion in that its

results found the gap between high SES and low SES students has grown more than

40% since the 1960s, and this gap is now more than twice the gap between Caucasian

and African American students (Tavernise, 2012). Furthermore, the downturn in our

nation's economy following the recession in 2008 has resulted in a greater income gap

between our schools' wealthy and disadvantaged children, the Great Recession

wreaked havoc among working-class families' employment. This has led to greater

residential segregation and homogeneously poor neighborhoods, leading to a higher

concentration of poor students in certain schools. (Neuman, 2013, p. 18)

Additionally, living in less-than-ideal neighborhoods (in terms of access to

resources, safety), also has a significant impact on a child’s academic outcomes. A

child’s environment is said to affect 66% of his/her/their academic performance, while

genetics only affects 34% of academic functioning; moreover, low SES children tend to

have the same types of cognitive disorders, the most common being stress, attention

deficit hyperactivity disorder, learning delays, attachment issues, and dyslexia

(Pawloski, 2014). Children in poverty consistently score six to nine points lower on

regulated examinations than their wealthier counterparts and between 6 and 13 points

on standardized IQ tests, which is enough of a deviation to make the difference between

a child being placed within a regular education or a special education classroom. Only
16
1.1% of low-income schools are cited as top performers within one’s state (Potter,

2013). The same studies showed that low-income students score lower on measures of

cognition, health, school achievement, and emotional well- being than wealthier

students.

SOCIOECONOMIC STATUS AND THE ACHIEVEMENT GAP

A plethora of research exists regarding the academic achievement gap between

high poverty students and wealthier students. Historically, correlational studies show a

strong relationship between high poverty and poor academic performance (Sirin, 2005;

White, 1982; White et al., 1993). This correlation is evidenced at the beginning of a

child’s academic career, and even before, in some cases; Pawloski (2014) states that

poverty is more influential to academic performance than even gestational exposure to

cocaine. Correlations between SES and student achievement frequently range

from .100 to .800 (Tienken, 2010; White). In a meta-analysis of research regarding

economic status and achievement, Sirin found that the correlation between these two

variables increased throughout the levels of schooling, climaxing in the middle school,

and plateauing at the high school level. Caro and colleagues (2009) found similar

findings to Sirin’s research. They found that the SES gap does not change dramatically

until the beginning of grade 7 until grade 10, which emphasizes the importance of

quality instruction at the middle grades level. This is also an important factor for why

additional study on student achievement and SES at the middle level is crucial as "the

[cognitive] effects of wealth [are] indirect and must accrue over time" (Willingham, 2012,

p. 34). These data also support the cumulative advantage theory, which posits that

differences associated with one’s socioeconomic status and educational achievement

increase as time progresses through one’s academic career (Caro et al.). Further, on a
17
national level, recent research shows continued economic disparities in academic

achievement among Common Core state adopters (i.e., states that chose to adopt the

common core state standards); while the rigor of state standards increased in difficulty

in a curvilinear trajectory after the adoption of the Common Core State Standards, high

poverty states had lower proficiency levels on Common Core assessments than

wealthier states over the 12-year period of the study (Lee & Wu, 2017). Given this trend,

a closer look at individual states assessment scores and student socioeconomic levels

are indicated.

STANDARDIZE ASSESSMENT AND STUDENT PERFORMANCE

Typically, the academic achievement gap is measured through standardized

testing and national accountability measures, which is a hotly debated topic in today’s

educational environment; educators typically lie on either side of the fence for or against

standardized testing for various reasons. On the positive side of standardized testing,

because a great deal of time and fiscal resources have been invested into the

development of reliable assessments, generally the quality of standardized

assessments is relatively high; the questions are usually field tested, revised, and well-

written, and the questions are aligned with the curriculum through various quality

assurance processes that ensure reliability and validity (Brown & Hattie, 2012).

However, there is a great deal of evidence against the validity and reliability of using

standardized assessments to measure student achievement and proficiency. Concerns

regarding standardized testing include placing too much emphasis upon scores, student

testing anxiety, teaching to the test, skewed test results, cheating concerns, and

socioeconomic and cultural bias (Brown & Hattie, 2012; Olson,1999). Sadly, because

stakes of standardized tests are so high, test anxiety is now a common ailment amongst

students across the nation. The Stanford-9 exam even comes with instructionsas to
18
what actions the test administrator must take if a student vomits on a test booklet,

according to the 2002 edition of the Sacramento Bee (Ohanian, 2002). Stories like this

add to the public sentiment that these tests are inflicting serious harm to children today

both academically and emotionally, and these assessments do not result in improved

cognition (Horn, 2003; Popham, 2001). Teachers echo these feelings and frustrations

as well since their evaluations are often tied to student performance. A 2014 study by

Polikoff and Porter evaluated standardized test scores of high-quality teachers based on

student surveys and principal observations. In their quantitativeanalysis they found little

to no correlation between excellent teaching and student test scores. Furthermore, this

study determined that teachers only account for a maximum of 14% variance in student

test scores, supporting the stance that environmental factors far outweigh teacher input

when it comes to standardized test scores. Because of this study, some educational

associations, like the Houston Federation of Teachers, have filed federal lawsuits

against using standardized assessments as evaluative instruments for teachers, arguing

that this violates educators’ rights. These studies underscore the impact of external

influences and environmental factors on student achievement in standardized

assessment measures. Just as a doctor cannot treat a patient’s symptoms without

attacking the infection, teachers cannot improve academic achievement in students

without addressing the underlying economic issues that affect the student and family.

EFFECTS OF POVERTY ON STUDENTS' BEHAVIOR

Wadsworth and Achenbach have suggested (as cited in Wadsworth, Raviv,

Reinhard, Wolff, Santiago, & Einhorn, 2008) that students having grown up living in

persistent poverty will suffer detrimentally in their physical, psychological, and

educational health. Low achievement in schools due to factors such as poverty has

been linked as an indicator to crime and violence among adolescents. There are many
19
stressors poverty creates such as economic strain, family conflict, frequent moves,

transitions, exposure to discrimination, and other traumatic events that can have an

adverse effect on students’behavior. The poverty-related stress students experience can

lead to truancy and deviant behavior. In Lipsey and Derzon’s meta-analysis (as cited in

Pharrington & Lober, 2000) it was found that a major factor contributing to juvenile

violence was associated with low socio-economic status and family poverty. Poverty has

been linked to psychological behavior problems such as hyperactivity, impulsivity, and

attention problems which have led to low achievement in school and crime. (Pharrington

Lober, 2000)

EFFECTS OF POVERTY ON STUDENT PERFORMANCE

Poverty has an adverse effect on student performance and studies have shown

that students in poverty are below grade level at much higher rates and that they

generally have poor or average grades. These educational deficits provide a serious

handicap for students in poverty. (Murphy & Tobin, 2011) Jensen has suggested that

there are several factors involved that play a part in students’ performance as follows:

health and nutrition, vocabulary, effort, hope-and-growth mind-set, cognition,

relationships, and distress. Students in poverty are more likely to be exposed to food

with little to no nutritional value which effects cognitive functioning which, in turn, has

adverse effects on academic achievement. Limited vocabulary also affects academic

ability and exposure to language is less likely in low socioeconomic cases. (Pungello,

Iruka, Dotterer, Mills-Koonce, & Reznick, 2009) The research of Butterworth, Olesen,

and Leach (as cited in Jenson, 2013) has indicated that students’ failure to achieve

academically due to low socioeconomic status is correlated with depressive symptoms.

20
Poverty Effects on Student Achievement: A Look at Chicago Public Schools

This paper investigates the relationship between poverty and school performance

in Chicago Public Schools. This paper uses a sample of 495 schools in the City of

Chicago school district, with both regular public schools and charter schools. Data is

comprised of various demographic measures, including percentage of students eligible

for free or reduced lunch, which serves as a proxy for measuring poverty level among

students. We use ordinary least squares to estimate the effect of poverty, and other

school-level characteristics, on school achievement on the Illinois Standards

Achievement Test (ISAT). We find that poverty has a significant negative impact on

achievement. We also find that, controlling for demographic population, increasing both

attendance rates and school size could improve achievement on test scores.

Data for this analysis was made available by the Chicago Public School usystem

(CPS) and includes 495 public schools, listed as either charter or regular, that vary in

academic outcomes (test scores), poverty levels, school size, attendance rates, and

demographic composition.

The results of this analysis provide some clear evidence that schools in the

Chicago Public School district are largely affected by poverty, but that school policy may

be effective in mitigating some of this negative influence by creating attendance

incentives. With attendance rates as low as 49% in some schools, it is not surprising to
21
see these schools struggling to meet the required standards. In light of previous

literature, it remains unclear whether raising school enrollment numbers would benefit

student achievement, but the general result of this paper isthat targeting school size

could be a reasonable mechanism for improving test scores. After all, school climate

could be greatly affected by school size, which in turn might help to create an

environment that is optimal for learning.

This study aims to investigates the relationship between poverty and school

performance in Chicago Public Schools. They find out that poverty has a highly negative

impact to the students in public school in Chicago when it comes to students'

achievement in school and performances. The public schools in Chicago struggling to

meet the required standards than it comes to normal school, in other words is that it is

not only the people around us who are suffering greatly because of poverty but also the

facilities that surround us like the Chicago Public School that are largely affected by

poverty.

The Impact of Poverty on a Child's Academic Performance

The purpose of the following study is to explain the impact of socioeconomic

factors on developing communication skills, learning, academic performance, and

school dropouts. By examining the relationship between socioeconomic status (SES)

and school performance, one can see ways that schools and postsecondary institutions

can respond to the challenges presented by regional poverty. This study includes case

studies and a set of programs or strategies that can be used by school administrators

and educators to develop or improve teaching and learning, particularly in high-poverty

areas.

22
 A literature review was prepared in order to understand prior research that

explored the relationship between socioeconomic factors and academic success. The

literature review includes works that studied the nature of the relationship between

poverty/income and student performance in school, the root causes of poor school

performance among lower-income socioeconomic groups and evaluated strategies that

have attempted to address socioeconomic disparities in education.

This study also examines data from each public school district in Lackawanna and

Luzerne Counties to see how the data from Northeastern Pennsylvania corresponds to

existing scholarly research and to find relationships between school performance

measures and socioeconomic measures that may shed light on how socioeconomic

status impact education in Northeastern Pennsylvania.

In order to make a valid analysis on the relationship between socioeconomic

conditions and academic success, data was gathered from the Census Bureau’s

American Community Survey 5-year estimates (2009 – 2013) and the PA Federal

School Reporting Data for each school district located within the two counties (2012-

2013 school year). The socioeconomic factors gathered for each school district were

median family income, percentage of families below the poverty line, percentage of

children in single parent households, educational attainment, language spoken in the

household, and median persons per room in housing units in the district (a measure of

housing overcrowding). Family income and family poverty were used as opposed to

household income and poverty; families are a subset of households that include at least

two people related by blood, marriage, or adoption. The vast majority of children live in

family households. The academic outcome measurements were attendance rate, 4-year

graduation rate, percentage of students proficient or higher in math, and percentage of

factors are most highly correlated with educational outcomes, linear regression analysis

was used, and a table of R-squared values was compiled.

Most scholars would agree that low socioeconomic status has a large impact on

educational success, but the reasons for this are largely debated, and thus require

further consideration. It is a severe oversimplification to say that low socioeconomic

status has a large impact on academic success simply because of the obvious material

disadvantages. In fact, according to numerous studies done on the subject, the material

disadvantages that students of low SES families experience have relatively little to do

with their academic success. Instead, other family, environmental, and psychological

factors are important to educational achievement. The data examined for Lackawanna

and Luzerne counties supports this conclusion.

The study examines how socioeconomic circumstances affect academic achievement

and how schools and postsecondary institutions can address the issues caused by

poverty. It also includes a literature review to understand the connection between

poverty and income. The data that were collected during the process from the Census

Bureau's American Community Survey in 5-year estimates (2009–2013) and the PA

Federal School Reporting Data for each school district located in the two counties.

Socio-economic characteristics include median family income, percentage of families

under income, percentage of children in single-parent households, educational

attainment, language spoken in households, and median persons per room in district

housing units. The result of the study is that low socio-economic status has a major

impact on educational success, but other factors such as family, environmental, and

psychological factors are more important.

This study presented a meta-synthesis on the negative effects of poverty on

academic achievement among children with special needs in the Philippines. It utilized

15 of the initial 400 studies from 2013–2021 that screened using the Reporting Items for

Systematic Reviews and Meta-Analysis. Constant comparison and the use of Clark and

Braune’s six-step thematic analysis revealed seven themes: developmental delays;

chronic stress; poor educational performance and attainment; disruptive behavior and

attention deficits; lower expectations of the society; less involvement of the parents in

children’s special needs education; dropping out of school. The negative effects of

poverty on academic achievement among children with special needs in the Philippines

emerged as the meta-theme of the study. Studies revealed that poverty significantly

impacts children with disabilities in terms of development, academic achievement, and

school attendance. As a result, it recommended that an intervention program, such as

positive behavior intervention, student monitoring/higher student engagement, and

parenting services, be provided to mitigate the effects of poverty on the academic

achievement of children with disabilities.

McClean & Shaw (2005) describe meta-synthesis as a method of reinterpreting and

reshaping existing qualitative findings. This study uses meta-synthesis to create a fact-

25
based explanation for the phenomenon (Finfgeld-Connet, 2008) of the impact of poverty

on the academic achievement of children with special needs in the Philippines.

The results are interpreted based on the purpose of the study based on the chosen

studies connected to the chosen meta-synthesis. The negative effect of poverty on the

academic achievement among children with special needs in the Philippines was

identified as the meta-theme. The seven (7) sub-themes are consequently formed from

the fifteen (15) related studies focusing on the negative effect of poverty. The results

indicated that children with special needs experienced the highlighted different themes:

developmental delay, chronic stress, poor educational performance and attainment,

disruptive behavior and attention deficits, lower expectations of the society, less

involvement of the parents and (7) school dropout.

Hunger is one of the most severe consequences of poverty in the Philippines. Poverty

can also impede access to educational and career possibilities. Because there aren't

enough resources available for students to succeed, poverty has a direct impact on

academic achievement. Numerous studies have shown the connection between low

socioeconomic status and low achievement. Policy can reduce inequality by assisting

employers and employees, enhancing access to and the quality of education, fostering

inclusive rural development, bolstering social safety nets, and addressing opportunity

inequality.

The Impact of Low Socioeconomic Background on a Child’s Educational

A child’s educational achievements are based on multiple factors, including their

family, their family’s behavior, socioeconomic status, their behavior toward their parents,

26
etc. The main objective of the study is to establish the relationship between the

socioeconomic background of the children and their educational achievements and how

it impacts their psychology. A descriptive survey research design was used to conduct

this study. The target population was 50 students and either of their parents. The target

was selected through random sampling. Focus group discussions, in-depth interviews,

and different types of observation techni- ques were implied while collecting the data.

The study concluded that most of the students with low socioeconomic status had poor

achievements in their academics, which led them into the labor market at an early age.

It has been found that parents with low socioeconomic backgrounds were less

interested in educating their children. Kids from low socioeconomic backgrounds are

more focused on employment instead of pursuing their studies after completing their

secondary education. Such students end up in unskilled or blue-collar jobs. This study

recommends free-of-cost vocational and technical education to such children to provide

them with better livelihood opportunities. There is a need for parental education and

awareness programs as well conducted by schools/universities and other concerned

authorities.

We used different sources to conduct this research. A quantitative analysis was

conducted in order to understand the impact of the socioeconomic background of a child

on educational achievements and how low education impacts a child's psychology. We

created a semi-close-ended questionnaire specifically to gather data for this research

paper. The questionnaire had two parts, Part A and Part B.

Part A was for the children. It had seven questions and Part B was for their

parents which had five questions. So, the questionnaire consisted of 12 questions in

total. 4.2. Participants. There were 50 random participants who took part in this
27
research. The children as well as their parents participated. However, a child and his or

her parent were regarded as one participant. The respondents were from three different

regions of the world namely, Germany, India, and Nigeria. These regions were

considered mainly due to a huge lack of education seen in children whose parents fall

below or somewhere near the poverty line. The questionnaire was filled out with the

help of correspondents. The correspondents either met the participants in person or

helped us get a video call. The participants were selected using a random sampling

technique. Children who took part in this research were in the age bracket of 7-18 years.

4.3. Instrument. Primary surveys or assistance from video call apps were the

main instruments utilized to gather data. The acquired data were then analyzed and

inferences were drawn using SPSS and MS Excel.

The socioeconomic background of a child is an essential aspect that impacts his

educational background. Children of this background are usually seen in semiskilled or

unskilled jobs. Parents hardly take part in educational activities. Parental education is a

crucial factor in attaining good performance in academics. Poorly educated or

uneducated parents are unable to offer support for their child’s education.

The research explores the impact of a child's low socioeconomic background on

their educational achievements and psychology. The study found that students from low

socioeconomic backgrounds had poor academic performance and were more likely to

enter the labor market at an early age. Parents with low socioeconomic backgrounds

showed less interest in educating their children, leading to a focus on employment

rather than further studies. Recommendations include providing free vocational and

technical education to improve livelihood opportunities and implementing parental

28
education and awareness programs. Addressing educational disparities is crucial for

enhancing children's educational outcomes and well-being.

Poverty and Middle Level Achievement in a Common Core State: What are we
Missing?

The purpose of this study was to determine whether a significant difference exists

in academic achievement between all students and economically disadvantaged

students when compared by socioeconomic levels in the North Carolina middle grades

learner (as measured by reading and mathematics standardized tests). It also sought to

determine whether significant differences exist between economically disadvantaged

students in the various middle level grades (6-8). This article analyzes proficiency data

in state-level standardized assessments from a most recent testing year (2017) with

North Carolina middle level students. While student socioeconomic status and its impact

on student achievement are the focus of this article, this study also analyzes proficiency

trends while delving into inequity implications. A review of the literature establishes a

long-term pattern of an achievement gap with disadvantaged students. Recognizing the

impact of poverty on student achievement as measured by standardized tests, the

author questions the explicit practices of the middle level educator to better support

economically disadvantaged middle level students. This study illuminates some

evidence-based best practices while also exploring the asset-based learning model and

growth mindset as strategies to support adolescent learners experiencing high poverty.

29
 In descriptive case studies, descriptions of an intervention or in this instance, a

phenomenonare provided; a phenomenon for a study could be an examination of a

process, event, person, and the case would be a particular instance of the phenomenon

(Gall et al., as cited in Marsella, 2018; Stjelja, 2013). For this quantitative study, the

phenomenon of a relationship between student socioeconomic disparities and academic

achievement is explored through a nonexperimental quantitative research design (of

North Carolina assessment and socioeconomic data) (Tobin, 2010, as cited in Stjelja,

2013).

Independent-samples tests were conducted to evaluate the hypotheses that

North Carolina middle grades students in schools with varying poverty rates achieved

similar proficiency in both reading and math End of Grade Assessments as

“economically disadvantaged” middle grades students in schools with varying poverty

rates in 2017. The school poverty levels at which students were compared were schools

with 1-40%, 41-60%, 61-80%, and 81-100% poverty rates. Rates from 1-20% and 21-

40% were not compared because sample sizes were too small for statistical analysis so

therefore were combined into one level (1-40%). The tests were significant when

comparing differences between all middle level students and economically

disadvantaged students at every level except schools with 81-100% poverty rates, so

the null hypotheses were rejected at these levels but retained at the highest poverty

middle schools. Students who were considered economically disadvantaged on average

performed significantly lower on both reading and math standardized assessments than

all middle level students at each socioeconomic level except in the highest poverty

schools (81-

100% poverty rates), where there was no significant difference in proficiency scores. For

comparisons where statistical significance was indicated, Cohen’s d effect sizes ranged
30
from medium (.47) to large (1.60). Table 1 outlines the results of these independent

samples t tests.

The studies sheds light on the relationship between poverty and academic achievement

among middle school students in North Carolina. It highlights the need for middle level

educators to better support economically disadvantaged students and explores potential

strategies to address the achievement gap experienced by these students.

SYNTHESIS

The purpose of the studies is to identify the impacts of poverty to the education of

children. The study also explores the relationship between the socioeconomic status

and education of a child. The study shows what are the factors that could affect a child's

development at school and how do schools mitigate these problems.

The researchers found out that poverty has highly negative impacts to the

children's academic performance. The study shows that because of the lack of money

to have access in materials used in the education of a child, it affects the child's

performance at school and to their achievement success in the future. The study found

that students from low socioeconomic backgrounds had poor academic performance

and were more likely to enter the labor market at an early age. Parents with low

socioeconomic backgrounds showed less interest in educating their children, leading to

a focus on employment rather than further studies. The school tries to lessen the

impacts of poverty to the students so that the student won't struggle in academic

activities and so that it won't hinder their academic success.

31
 CHAPTER 3

PURPOSE OF THE STUDY AND RESEARCH DESIGN

The goal of this study is to ascertain how poverty impacts grade 10 pupils at Las

Piñas East National High School's academic performance. The study tries to determine

how students' access to a quality education is impacted by poverty. The study also tries

to pinpoint the elements that influence grade 10 pupils' academic performance.

The research design that is used in this study is a descriptive research design.

Descriptive research design is a type of research design that aims to systematically

obtain information to describe a phenomenon, situation, or population. The researchers

will observe how do poverty affects grade 10 students when it's come to their

academics in Las Pinas East National Highschool.

The researchers will study the effects of poverty on grade 10 students' academic

performance at Las Pinas East National High School. The researchers will probably

obtain information using a variety of techniques, such as by conducting a questionnaire

32
survey. The questionnaires might ask about the impact of poverty on grade 10 students

in when it's come to their education.

The data that was gathered will be analyzed to have a better understanding of

how poverty affects a student's education and academic success. The results can be

utilized to pinpoint a student's educational difficulties and problems, as well as to come

up with new strategies for resolving them.

In a study of 30 participants of grade 10 students at Las Piñas East National

Highschool, 53.3% of respondents said "Yes" when asked whether poverty had an

negative impact on access to education.While 13.3% of them said "No," on the other

33
hand. The majority of participants who responded "Yes" suggest that poverty has a bad

impact on students. The remaining participants were unsure, therefore 33.3% of them

answered "Maybe." Most of the students thinks that poverty affects the education of a

student in their academic performance and success.

The survey that researchers had conducted among 30 grade 10 students at Las

Piñas East National Highschool, 60.6% of respondents said "yes" when asked whether

poverty hinder academic performance and achievement. While the 9.1% of them said
34
"No" on the other hand. The majority of participants who responded "yes" suggest that

poverty obstruct academic performance and achievement. The remaining participants

were unsure, therefore 30.3% of them answered "Maybe." Most of students thinks that

because poverty obstruct affects at academic performance and achievement of a

student at school.

35
 In a study of 30 participants of grade 10 students at Las Piñas East National

Highschool, 43.3% of respondents said “Yes” when asked whether “Does poverty limit

educational opportunities for disadvantaged students?”While 13.3% of them said “No,”

on the other hand. The majority of participants who responded has a bad impact on

students. The remaining participants were ensured, therefore 43.3% of them answered

“Maybe.” Most of the students thinks that poverty is limiting the opportunities in the

education for those students thats living in poverty.

36
The survey that researchers had conducted among 30 grade 10 students at Las Piñas

East National Highschool, 46.7% of respondents said "yes" When asked whether

poverty increase the likelihood of dropping out of school. While the 33.3% of them said

"no" on the other hand. The majority of participants who responded "yes" suggest that

poverty the main reason that's why they're dropping out of school. The remaining

participants were unsure, therefore 20% of them answered "Maybe." Most of students

thinks that because of lack of financial resources the students are mostly dropping out

from school.

37
 The survey that the researchers conducted, have a 30 participants of grade 10

students at Las Piñas East National Highschool, 70% of respondents said "yes" when

asked "Does poverty make it harder for students to afford educational resources, such

as textbooks and supplies?" While 6.7% of them said "No," on the other hand. The

majority of participants who responded "Yes" suggest that poverty has a bad impact on

students when it's come to their educational resources. The remaining participants were

unsure, therefore 23.3% of them answered "Maybe." Most of the students thinks that

poverty make harder for students to afford educational resources like textbooks and

school supplies.

38
39
 The survey that researchers had conducted among 30 grade 10 students at Las

Piñas East National Highschool, 43.3% of respondents said "yes" when asked whether

poverty contribute to a higher student - to - teacher ratio to low-income schools.?" While

the 26.7% of them said said "No" on the other hand. The majority of participants who

responded "yes" suggest that poverty contribute to a higher to a student to teacher ratio

in low-income schools. The remaining participants were unsure, therefore 30% of them

answered "Maybe". Most of students thinks that because of poverty low-income ratio, it

affects the students and teachers.

40
 In a study of 30 participants of grade 10 students at Las Piñas East National

Highschool, 66.7% of respondents said “Yes” when asked whether Does poverty lead to

a lack of proper nutrition, affecting a student’s ability to learn?”While 6.7% of them said

“No,” on the other hand. The majority of participants who responded has a bad impact

on students. The remaining participants were ensured, therefore 26.7% of them

answered “Maybe.” Most of the students thinks that poverty affects students' learning

because they do not have proper nutrition to eat.

41
 In a study of 30 participants of grade 10 students at Las Piñas East National

Highschool, 50% of respondents said “Yes” when asked whether “Does poverty

likelihood of attending underfunded schools with limited resources?”While 23.3% of

them said “No,” on the other hand. The majority of participants who responded has a

bad impact on students. The remaining participants were ensured, therefore 26.7% of

them answered “Maybe.”

42
 The survey that the researchers conducted, have a 30 participants of grade 10

students at Las Piñas East National Highschool, 46.7% of respondents said "yes" when

asked "Does poverty create barriers to accessing quality childhood education?" While

6.7% of them said "No," on the other hand. The majority of participants who responded

"Yes" suggest that poverty is creating barriers when it comes to childhood education.

The remaining participants were unsure, therefore 46.7% of them answered "Maybe."

Most of the students thinks that poverty create barriers to accessing quality on

childhood education.

43
 The survey that researchers had conducted among 30 Grade 10 students at Las

Piñas East National High School, 59.4% of the students answered "Yes" at the question

of Does poverty hinder academic performance and achievement, While on the other

hand 12.5% of them answered "No", The majority of participants who responded "Yes"

suggest that poverty has a bad impact on students. The remaining participants were

unsure, therefore 28.1% of them answered "Maybe". Most of the students thinks that

because of lack of access of technology and internet have a negative impact on the

students to learn.

44
METHODS

Participants

30 respondents from Grade 10 students at Las Pinas East National High School

were randomly chosen for the study. Participants were chosen at random from the

school's full Grade 10 student body throughout the selection process. In order to ensure

variety in terms of gender, academic achievement, and extracurricular pursuits, the

participants were chosen.

Table 1 shows the distribution of participants.

Distribution Of Participants

Data Gathering Instruments

The Data Gathering Instrument that was used to obtain necessary informations in

the study is a survey form consisting of 10 interview questions for the students. The

survey form is made to gather pertinent data on respondents' knowledge, beliefs, and

attitudes regarding the study's subject. The survey form's questions are purposefully

45
written to obtain information that will aid in achieving the research topic’s goals.

Researchers conducted the interviews and adhered to a set protocol to ensure

consistency in the data collection process.

To describe the effects of poverty in student’s education, the scale will be used,

and it will be responded as follows:

Data Gathering Procedure

To conduct the survey, the researchers obtained the necessary permissions from

the teachers and relevant stakeholders. The researchers made several questions and

printed survey forms related to the research’s topic. The participants were informed

about the purpose of the study and assured that their responses would remain

confidential.

A collection of questions pertaining to the research topic were included in a

standardized survey questionnaire that was used by the researchers. The questionnaire

was made to be simple to understand and applicable to students in Grade 10. The

questions addressed several apects of the research topic in an effort to collect thorough

data.

46
 To maintain privacy and reduce outside effects, each participant's survey

interview was conducted alone. When it was convenient, like during breaks, the

researchers approached the participants and explained how the survey worked. The

participants had plenty of time to read the questions and give their answers. The

researchers were accessible to answer any questions or provide assistance as required.

Following the completion of the surveys, the researchers meticulously collected

and compiled the data. They went over the responses, making sure they were complete

and accurate, and organizing the data in a methodical way for analysis. The survey

interview data was then used to derive conclusions and insights relating to the research

purpose.

Throughout the process, ethical considerations were prioritized, such as getting

informed consent from participants, maintaining anonymity, and following to data

protection laws.

Statistical Data Analysis and Procedure

To interpret the hypothesis and report the procedure for scoring in Grade 10 at

Las Pinas East National High School, statistical analysis and descriptive statistics can

be utilized.

Mean. The mean, also known as the average, is calculated by summing up all

the scores and dividing by the total number of scores. It provides a measure of central

tendency and can help assess the overall performance of Grade 10 students.
47
 Standard Deviation. The standard deviation measures the variability or

dispersion of scores around the mean. It indicates how much the scores deviate from

the average. A higher standard deviation suggests greater variability in scores, while a

lower standard deviation indicates more consistency.

Frequency Distribution. Creating a frequency distribution table or histogram

can provide an overview of the distribution of scores. It shows the number of students

who achieved each score or score range, helping identify patterns or clusters of

performance.

48
 CHAPTER 4

The chapter presents a qualitative study conducted to explore the challenges

faced by grade 10 students at Las Pias East National High School and the effects of

poverty on their academic education. This study aims to design effective interventions

and support systems to alleviate the impact of poverty on education and examine how

these challenges impact students academic performance and achievement in their

education. Identifying the problems and challenges the student faces every day

because of poverty will help to mitigate the effects or find solutions that can help the

student.

The lack of resources and access to education because of poverty can affect the

student's education and learning progress. It can also affect their achievements and

performance at school. Understanding the challenges the Grade 10 students face will

help them find solutions and alternatives to their problems in education caused by a lack

of financial resources.

Findings

What kind of problems do Grade 10 highschool students in Las Pinas East National

Highschool faces in their education because of the lack of money?

The findings of the study shows that the lack of financial money can have a

negative effect to the education of the students who lives in the poverty-line. Poverty

hinders their both academic performance and achievements. The lack of money makes

it harder for the students to afford educational resources like books and other school

supplies needed for their education. The students experience limited opportunities and
49
disadvantage and can’t keep up with the class because they can’t participate to

academic activities at school increasing the chances of the students dropping out.

To what extent do parental income affect children’s participation in school education?

The findings of the study showed that the parental income affects the children’s

participation in school. Some families can't afford to buy school materials needed for

their school requirements and leads into receiving poor grades because they can’t pass

the requirements needed for their education. The students who live in the poverty-line

had a hard time in catching up or competing to the students who have more access to

the education.

How do home related factors affect children performance?

The findings of the study showed that home-related factors such as parental

involvement, socioeconomic status, and the home learning environment can

significantly impact a child's academic performance. Children with involved parents who

provide support, monitor their child's progress, and create a positive home environment

tend to perform better in school. Similarly, children with access to educational resources

at home, such as books and educational toys, are more likely to succeed academically.

Conversely, children from low socioeconomic backgrounds or those with limited access

to educational resources may face more significant challenges in their academic

performance.

50
 CHAPTER 5

SUMMARY

The objective of the research study is to know more the effects of poverty on the

education of students. The target audience for this research includes students who

experiencing poverty on education, parents, teachers and future researcher. The study

was conducted in Las Piñas East National Highschool on June 2023 during the recess

break of the Grade 10 students.. A survey form was utilized to gather information from

the students, assuring anonymity and getting their permission to conduct interviews

solely for the purpose of the research. The study employed descriptive method to gather

data needed for the research study. A minimum of one or two students from each of the

21 sections were chosen to provide a representative sample, yielding a total of 30

responses.

The study used a survey form to gather the information needed for the research

study. The survey respondents were chosen from Grade 10 students in Las Pinas East

National Highschool. We used to interpret and report Grade 10 scoring procedures,

including mean and standard deviation. The findings of the study reveals that Grade 10

highschool students in Las Pinas East National Highschool face challenges due to

financial constraints, affecting their academic performance and achievement. Parental

income also impacts participation, with some families struggling to afford necessary

materials. Home-related factors, such as parental involvement, socioeconomic status,

and learning environment, also impact academic performance. Children with involved

parents and access to resources are more likely to succeed academically.

51
RECOMMENDATION

In the pursuit of academic excellence. Grade 10 students at Las Piñas East

National Highschool face a crucial problem about poverty. Recognizing the significance

of this challenge, this chapter aims to present a recommendation to aid grade 10

students in navigating the obstacles they encounter in poverty.

With a clear focus on practically and relevance, this chapter aims to help Grade

10 students, teachers, and administrators at Las Pias East National Highschool

overcome the difficulties they encounter regarding the effects of poverty on pupils by

placing a strong emphasis on relevance and practicality. By implementing these

suggestions, the aim is to know the the students struggles when it comes to these in

order to understand how students' struggles with the poverty, that poverty in Grade 10

students at Las Piñas East National Highschool have a high impact on their academic

performance.

1. Improve the access to quality education:

Ensuring the equal access to quality of education for all student is very crucial,

regardless of their socio-economic background. The Government should invest in

buildings and maintaining schools in impoverished areas, providing necessary

resources such as textbooks, computers or free school supplies for students that can be

used in their education.

2. Provide financial assistance for the students:

52
 Poverty often creates financial barriers to education. The schools and the

government should create scholarships, grants, and financial aid programs that can help

economically disadvantaged students to afford schooling, including tuition fees,

transportation, uniforms, and other related expenses.

3. Create community schools:

Community Schools is a local engagement strategy that creates and coordinates

opportunities with its public school to accelerate student success. The government

should provide more learning facilities and create more community schools that could

support the student's education to create more opportunities to them especially the

children in the high poverty areas.

4. Understanding the Impact:

Teachers should educate themselves about the various forms of poverty and its

impact on education. This will help them better understand their students' needs and

tailor their teaching methods accordingly.

5. Engaging Parents and Guardians:

Establish open lines of communication with parents and guardians to understand

their perspectives and involve them in their child's education. Additionally, work in

collaboration with community organizations to offer educational support and resources

beyond the classroom.

6. Better Understanding to the Impacts of Poverty

53
 The future researchers will gain knowledge about the impacts of poverty. The

study will help researchers understand the long-term effects of poverty on educational

achievement and identify effective interventions.

54