Running head: EFFECTS OF POVERTY ON STUDENT DEVELOPMENT 1

The Effects of Poverty on Students Social, Emotional, and Cognitive Development

Bethany Getz
University of West Georgia








EFFECTS OF POVERTY ON STUDENT DEVELOPMENT 2

Abstract
The overwhelming and increasing number of students from low-income homes has lead
educators to evaluate the way poverty affects student development and achievement. The
purpose of this study is to determine how poverty impacts elementary students social, emotional,
and cognitive development. Understanding how poverty impacts students development is
important because there are over 50,000 Title 1 Schools in the United States. As teachers, we
can better serve our students and educate parents on ways to overcome these statistics.
















EFFECTS OF POVERTY ON STUDENT DEVELOPMENT 3

The Effects of Poverty on Students Social, Emotional, and Cognitive Development
According to the US Department of Education, there are over 50,000 Title 1 Schools in
the United States. The purpose of Title 1 is to ensure that all children have a fair, equal, and
significant opportunity to obtain a high-quality education and reach, at a minimum, proficiency
on challenging State academic achievement standards and state academic assessments (US
Department of Education, 2004). This can be done by meeting educational needs of low-
achieving children in our Nation's highest-poverty schools and closing the achievement gap
between high- and low-performing children, especially the achievement gaps between minority
and nonminority students, and between disadvantaged children and their more advantaged peers
(US Department of Education, 2004). The overwhelming and increasing number of students in
Title 1 schools have lead educators to evaluate the way poverty affects student development and
achievement.
A familys experience of material hardship is known to create undue stress in childrens
lives, interfere with learning, and adversely affect development (Evans, 2004). Maslows
Hierarchy of Needs indicates that basic physiological and safety needs like food, sleep, and
security of self and family must be met before students can address other needs. Students cannot
be expected to pay attention in class or remember what is taught when they are hungry, thirsty,
or physically uncomfortable (Alexander, 2006). Gage and Berliner (1998) stated that schools
have no choice but to attend to basic needs, even if they see learning as their principal aim. Once
students basic needs are met, they can then build relationships, feel a sense of belonging, and
develop self-esteem. When students have respect for themselves and others, they are able to
self-actualize and build problem solving and reasoning skills, which are essential for learning.
Emotional intelligence has been described as a form of social intelligence that involves
EFFECTS OF POVERTY ON STUDENT DEVELOPMENT 4

the ability to monitor ones own and others emotions, to discriminate among them, and to use
the information to guide ones thinking and actions (J.D. Mayer & Salovey, 1993, p. 433).
Alexander (2006) stated that as individuals mature emotionally, they learn how to read others
and social situations more effectively. Just like cognitive development, emotional development
occurs at different rates for different children. Self-awareness requires the ability to understand
that an emotion is occurring (Alexander, 2006). Managing emotions requires the knowledge of
the source of the feelings and the ability to cope with the emotions in an appropriate way
(Alexander, 2006). Children observe others as a cue on how to react when emotions and
situations occur. If children are not taught how to identify and handle emotions in a constructive
and appropriate way, it will hinder their emotional development. During this study, it will be
determined if the emotional development of students from low-income homes comparable to
students from upper and middle class homes.
Students in the fourth grade have started to think logically and are in Piagets concrete
operational stage. During this mental developmental stage, concrete operations thinkers begin to
see the patterns and relations in the world around them (Alexander, 2006). Children are
constantly acquiring vocabulary and are able to use language in social situations. When children
reach the concrete operational stage, they have the ability to take someone elses perspective and
actually share ideas verbally with others. They can listen, consider others points or perspectives
and respond accordingly (Alexander, 2006).
Research shows that lower-socioeconomic status mothers talk less frequently to young
children and are less likely to engage with them in literacy activities such as reading books and
listening to music, as compared with higher- socioeconomic status mothers (Mistry, 2011).
These differences in turn are associated with substantial differences in childrens vocabulary
EFFECTS OF POVERTY ON STUDENT DEVELOPMENT 5

growth and language development, success in reading and writing, and school adjustment and
attainment (Snow, 2006). Through this study, it will be determined if students from poverty
achieving below the national average on standardized tests.
Welsh, Nix, Blair, Bierman, and Nelson wrote The Development of Cognitive Skills and
Gains in Academic School Readiness for Children From Low-Income Families in 2010. The
purpose of this study was to find correlations between childrens working memory, attention
control, emergent literacy, and numeracy to their reading and math achievement in kindergarten.
164 children enrolled in Head Start were a part of this study. The study involved the academic
adjustment of children in poverty, a population at high risk for educational failure (Welsh, Nix,
Blair, Bierman, Nelson, 2010).
Educators have often recommended focusing on direct instruction of skills that increase
low-income students school readiness. However, developmental research suggests that the
preschool years represent a critical period for the development of the mental processes that
support effective, goal-oriented approaches to learning, particularly working memory and
attention control (Welsh et al., 2010). These mental processes are often delayed in children
growing up in poverty (Welsh et al., 2010).
Researchers found many beneficial connections between memory and attention to
students academic progress. Developmental data provide compelling evidence that
development in working memory and attention control during the preschool period might be an
important contributor to later academic achievement in reading and math (Welsh et al., 2010).
Welsh, Nix, Blair, Bierman, and Nelson concluded their study with suggestions on
further research on how poverty affects executive functions. Given this, it would be helpful for
educators to know which aspects of executive functions are most relevant for learning and school
EFFECTS OF POVERTY ON STUDENT DEVELOPMENT 6

readiness at particular developmental periods and, relatedly, at which points in development
interventions targeting executive functions are most likely to be helpful at promoting academic
growth. (Welsh et al., 2010). For now, it seems that the best way to help students from low-
income homes is to provide them developmentally appropriate instruction.
The purpose of this study is to determine how poverty impacts fourth grade students
social, emotional and cognitive development. While the impact of poverty clearly has not been
eliminated, the prevailing hypothesis that poverty and ethnic minority status are invariably linked
to low student achievement does not conform to the data (Reeves, 2003). After completing this
study, I will use the findings to conduct additional research to determine which teaching methods
are most effective for students from low-income homes. Reeves states (2003) that the Education
Trust studies have shown that teaching quality that is the most dominant factor in student success
rather than demographic variables.
Method
The proposed research study will be a mixed method design. I will collect data through
standardized tests, surveys, and interviews.
Participants
The participants in the proposed study will include fourth grade students in public school
systems from across the country. Title 1 schools in urban, rural, and suburban communities will
be a part of this study as well as non-Title 1 schools from the same districts. Each system will
have a Title 1 and non-Title 1 school in the study so that the data can be compared in each
community. Fourth grade students from each of the six schools will have parent consent to
participate in the study.

EFFECTS OF POVERTY ON STUDENT DEVELOPMENT 7

Materials
To address cognitive development, the results from standardized test scores will be
analyzed. Standardized testing from the districts will be used to ensure the validity and
reliability of the test and data. I would like to use this information to examine cognitive
development compared to students in other schools that are a part of the study and across the
nation. Data will be used to determine if development is hindered because of students socio-
economic status.
To assess emotional development, students will take the Mayer-Salovey-Caruso
Emotional Intelligence Test: Youth Research Version (Multi-Health Systems, 2012). The
MSCEIT: YRV assess emotional intelligence in youth ages 10 to 18 years. This ability-based
scale measures the same principle areas of emotional intelligence as the adult Mayer-Salovey-
Caruso Emotional Intelligence Test, and uses a variety of tasks to measure a youths capacity to
reason with emotional information and solve emotional problems (Multi-Health Systems, 2012).
Scales include perceiving emotions, facilitating thought, understanding emotions, and managing
emotions.
Students will complete a Hierarchy of Needs Survey to determine students social and
emotional development compared to others in the study. The survey asks various questions that
address Maslows Hierarchy of Needs. Students will be asked several questions about basic
needs including biological, safety, belongingness and love, and esteem needs as well as growth
needs including aesthetic, cognitive, self actualization, and transcendence needs. The
information obtained from this survey will be used to compare students from low-income
schools to students that are considered upper and middle class. Data sets will be used to
EFFECTS OF POVERTY ON STUDENT DEVELOPMENT 8

determine the impact of poverty on students social and emotional growth to others that are the
same age.
Participating students will be interviewed about academic support and from whom. In
addition, demographic data will also be collected such as race, gender, and birthdate.
Procedures
After approval from the school board and principals of schools participating, each student
will be interviewed using the provided questions. Students will be asked questions in a group of
two to three participants. The interviews should take no more than ten minutes to complete.
During this session, after students have responded to the interview questions, participants will be
given the Hierarchy of Needs Survey. It will take 10-15 minutes for students to complete the
survey.
Participants will then be assessed using the Mayer-Salovey-Caruso Emotional
Intelligence Test: Youth Research Version. The scored dataset from the MSCEIT: YRV
includes raw item-level and scale scores, as well as standardized scores (Multi-Health Systems,
2012).
Finally, data analysis of standardized test scores would be used to determine students
cognitive growth. I will examine the standardized test given by the district so the data is valid
and reliable.
Data from each of these measures and from each school will be compared not only to
schools from the same district, but among Title-1 schools participating. Data will be used to
determine the impact of poverty in different communities around the United States. This study
will hopefully provide a clearer picture of the affects of poverty on various aspects of
development. In hopes of changing the way students are taught and parents are educated, the
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data collected from this study will be shared with other schools. If parents, administrators, and
teachers know the needs of our community, we can better educate our students.





















EFFECTS OF POVERTY ON STUDENT DEVELOPMENT 10

References
Alexander, P. A. (2006). Psychology in learning and instruction. Upper Saddle River, New
Jersey: Pearson Education, Inc.
Chapman, A. (2003). Maslows hierarchy of needs. Retrieved December 3, 2012, from
http://www.businessballs.com/maslow.htm
Evans, G.W. (2004). The environment of childhood poverty. American Psychologist, 59, 7792.
Gage, N. L., & Berliner, D. C. (1998). Educational psychology (6
th
ed). Boston: Houghton
Mifflin.
Mayer, J. D., & Salovey, P. (1993). The intelligence of emotional intelligence. Intelligence, 17,
433-442.
Mistry, R. S., & Wadsworth, M. E. (2011). Family functioning and child development in the
context of poverty. The Prevention Researcher, 18 (4), 11-15.
Multi-Health Systems (2012). Mayer-Salovey-Caruso emotional intelligence test: youth research
version researchers guide. Retrieved December 3, 2012, from
http://www.mhs.com/product.aspx?gr=edu&prod=msceityrv&id=overview
Reeves, D. B. (2003). High performance in high poverty schools: 90/90/90 and beyond.
Retrieved from
http://www.sabine.k12.la.us/online/leadershipacademy/high%20performance%2090%20
90%2090%20and%20beyond.pdf
Snow, C.E. (2006). What counts as literacy in early childhood? In K. McCartney, & D. Phillips
(Eds.), Handbook of Early Childhood Development (pp. 274294). Malden, MA:
Blackwell.
EFFECTS OF POVERTY ON STUDENT DEVELOPMENT 11

US Department of Education (2004, September 15). Title I Improving the academic
achievement of the disadvantaged. Retrieved November 5, 2012, from
http://www2.ed.gov/policy/elsec/leg/esea02/pg1.html
Welsh, J. A., Nix, R. L., Blair, C., Bierman, K. L., & Nelson, K. E. (2010). The development of
cognitive skills and gains in academic school readiness for children from low-income
families. Journal of Educational Psychology, 102 (1), 43-53.
doi: 10.1037/a0016738
















EFFECTS OF POVERTY ON STUDENT DEVELOPMENT 12

Interview Questions
Do you complete homework everyday?
Who helps you with homework?

Do you see your parent/guardian reading?
What do they read?

Do you read at home?
With whom?
















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Hierarchy of Needs Survey
This test is based on Maslows Hierarchy of Needs.
Questions were adapted from Alan Chapman Consultancy, www.businessballs.com.
Please respond to each statement by circling Always, Sometimes, or Never
1. I am successful in school and my peers recognize me for it. Always Sometimes Never
2. Im satisfied with my schoolwork and my reputation.
I have good self-esteem.
Always Sometimes Never
3. I am part of and loved by my family. Always Sometimes Never
4. I have good relationships with my friends and classmates.
They accept me for who I am.
Always Sometimes Never
5. I feel safe at school. Always Sometimes Never
6. I feel safe at home. Always Sometimes Never
7. My home life is calm and has a routine and structure. Always Sometimes Never
8. I know I will always have somewhere to live. Always Sometimes Never
9. I do not worry about where, when or how I will eat. I always
have food to eat.
Always Sometimes Never
10. I see beauty in the things around me. Always Sometimes Never
11. Learning is important to me. Always Sometimes Never
12. The most important thing to me is to be and do my best. Always Sometimes Never
13. I want to help others be and do their best, even if it hurts me
or I do not benefit from it.
Always Sometimes Never

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Hierarchy of Needs Survey
Scoring Guidelines
1, 2 Esteem Needs
3, 4 Belongingness & Love Needs
5, 6, 7 Safety Needs
8, 9 Biological Needs
These needs are deficiency motivators. If student circled
always and sometimes above, they may be satisfied.


10 Aesthetic Needs
11 Cognitive Needs
12 Self-Actualization Needs
13 - Transcendence Needs
These needs are growth motivators. If ticked above they are
likely to be a focus of personal growth motivation.