Running head: FINAL PROPOSAL 1

Final Proposal for SW4060

Anthony Pantano
Professor Jennifer Wright-Berryman
SW4060
12/4/2016

Abstract
This paper seeks to highlight a relationship between economic disadvantage and academic

performance, exploring causal factors within school districts for Hamilton County. Hamilton
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County has 22 school districts including the City of Cincinnati School District (ODE, 2015). The

City of Cincinnati School District reported test scores well below state average last year at the 3rd

grade level in both Mathematics and English Language Arts, meeting only 10% of performance

indicators total across all grade levels (ODE, 2015). In conjunction with below average test

scores at the 3rd grade level, high levels of economic disadvantage have been reported for the

district with 81.9% of students (27,844 students out of 22,999 students total) falling into this

category (ODE, 2015). The hypothesis for this study is, that a positive correlation exists between

economic disadvantage and low academic performance in the 22 school districts of Hamilton

County proportional to the districts percentage of economically disadvantaged students.

Keywords: economic disadvantage, academic performance
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Final Proposal for SW4060

Introduction
Poverty correlates with lower academic performance in schools. According to

Ferguson, Bovaird, & Mueller (2007), The negative effects of poverty on all levels of school

success have been widely demonstrated and accepted (n.p.). Also, Considine & Zappala (2002)

demonstrated that poverty and low socioeconomic status lead to disadvantaged circumstances

and patterns in a persons life including but not limited to: lower levels of literacy, numeracy

and comprehension; lower retention rates; lower higher education participation rates; higher

levels of problematic school behavior; less successful school to labour market transitions (n.p.).
Economic disadvantage is a measure utilized by the Ohio Department of Education

when compiling data for aggregate sets. Economic disadvantage is a definition that encapsulates

a particular students socioeconomic status based on whether or not a student is eligible for free

or reduced-lunches, one or more of their family members qualify for a free or reduced-lunch, if a

students guardians are recipients of public assistance, or if a students guardians completed Title

1 student income form and meet the income guidelines specified (Ohio Department of Education,

2015). The City of Cincinnati experienced a high poverty rate in 2015 according to the

Census.gov (2015), with 30.9% of individuals meeting the federal standards for poverty.

Consequently, it comes with no surprise that the City of Cincinnati School District exhibited an

economic disadvantage percentage of 81.9% in the 2015-16 school year (ODE, 2015). It is due to

the obvious and impactful level of economic disadvantage amongst students in Cincinnati Public

Schools that the genesis and purpose of this study have originated.
The extent to which economic disadvantage has pervaded the City of Cincinnati

School District is troubling in-and-of-itself with known correlations previously stated above. To

add to the bank of statistics utilized to develop a rationale for this study, a measure utilized by

the Ohio Department of Education called Indicators met was drawn from to generate
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associations between a school districts level of economic disadvantage and their level of

academic performance at the 3rd grade level. Indicators met represents a school districts

performance based on state indicated requirements across various test subjects. In order for an

indicator to be met by a district, that district must be at or above the state indicated score level

for students. 3rd grade is the grade level utilized by this study due to the availability of data across

all districts in Hamilton County. The state of Ohio requires that 3rd graders from each district

must have 68 % of students pass English Language Arts and 73 % of students pass Mathematics

(ODE, 2015). However, the City of Cincinnati School District underperformed in 2015-16 with

46.4% of 3rd graders passing the English Language Arts test and 53.9% of 3rd graders passing the

Mathematics test (ODE, 2015).

This data coupled with an economic disadvantage rate of 81.9% for the district lends

itself to the formation of hypotheses. How a body of students perform academically and its

association with their level of economic disadvantage is the direct focus of this study. This study

desires to further strengthen research supporting the idea that economic disadvantage is an

irrefutable risk factor for low academic success and positive life outcomes. This will hopefully,

in turn, lead to a higher focus on eliminating economic disadvantage across schools as a way of

balancing out academic performance and life outcomes.

Literature Review
Economic disadvantage and its inherent relationship to academic performance has

been researched for many years by a plethora of researchers around the world. The rationale

behind the myriad of research studies varies but one grounding inquiry is present; does economic

disadvantage show a positive correlation to low-academic performance. The first article to

articulate this very question was written by Considine & Zappala (2002). The article titled, The

influence of social and economic disadvantage in the academic performance of school students

in Australia, takes a glance at the relationship between low socioeconomic status, amongst other
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variables, in Australia and how it impacts academic performance. Considine & Zappala are

broader in the scope of their research than the study at hand but nonetheless relevance can be

drawn between the two. One point of relevance was highlighted by Considine & Zappala (2002)

when they determined that:

These studies and reviews make it clear that children from low SES families are more

likely to exhibit the following patterns in terms of educational outcomes compared to

children from high SES families: have lower levels of literacy, numeracy and

comprehension; have lower retention rates (i.e. children from low SES families are more

likely to leave school early); have lower higher education participation rates (children

from low SES families are less likely to attend university); exhibit higher levels of

problematic school behaviour (e.g. truancy); are less likely to study specialized maths and

science subjects; are more likely to have difficulties with their studies and display

negative attitudes to school; have less successful school to labour market transitions.

(n.p.)
Their findings suggest that low socioeconomic status undeniably lends itself to diminished life

outcomes, including lower academic achievement.

In another research study carried out in Japan, researchers also sought to highlight a

connection between poverty and low-academic performance. The study looked at 15 year olds

who either grew up in an impoverished rural setting or a stable urban setting (Aoki, 2016). The

research concluded that students from the rural background were out performed by their urban

counterparts (Aoki, 2016). In fact, 53% of rural students failed the math portion of the test while

only 10% of urban students failed the math portion (Aoki, 2016). This idea, although it stems

from a different country with differing circumstances, helps support the notion that poverty

indubitably influences a students academic performance negatively.

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Although many examples have been provided which support the concept that

economic disadvantage positively correlates with low-academic performance, other sources

highlight the gaps in this hypothesis. They do so by proposing that a multitude of factors

influence a students academic performance even in cases where a strong, positive correlation is

existent between economic disadvantage and academic performance. For instance, Gordon

(2016) found in her research study, Community Disadvantage and Adolescents Academic

Achievement: The Mediating Role of Father Influence, that positive parenting played a role in

lessening the adverse impacts of poverty on a child. Gordon (2016) does not deny the impact that

poverty has on academic performance. In reality, Gordon (2016) extrapolates on the connection

between the two variables stating, Although many adolescents experience the benefits

associated with high academic achievement, some are disproportionately more likely to

experience academic challenges, particularly those living in disadvantaged communities (n.p.).

Gordon (as cited in Flouri & Buchanan, 2004) continues, In addition to its relationship with

current and future successes, research suggests that greater academic achievement among

adolescents is also associated with increased peer acceptance, and better parentadolescent

relationships (n.p.). Gordon demonstrates support conceptually for the correlation between

economic disadvantage and low-academic achievement but she argues that a students home

environment needs to be taken into account to accurately convey the whole picture. This idea

potentially acknowledges a gap in the research for the study at hand due to the fact that this study

merely looks at only two variables (economic disadvantage & academic performance), instead of

the intersectionality of all the variables present.

Hair, Hanson, Wolfe, et al (2015) in their article, Association of Child Poverty, Brain

Development, and Academic Achievement, verify that poverty lends itself to lower academic

achievement but they take the concept to a step farther by highlighting the connection that brain
FINAL PROPOSAL 7

development has in the relationship between poverty and lower academic achievement. This

concept is supported by Engle & Black (2008) who state, Poverty affects a child's development

and educational outcomes beginning in the earliest years of life, both directly and indirectly

through mediated, moderated, and transactional processes. Hair, Hanson, Wolfe, et al (2015)

state, Children living in poverty generally perform poorly in school, with markedly lower

standardized test scores and lower educational attainment. The longer children live in poverty,

the greater their academic deficits. These patterns persist to adulthood, contributing to lifetime-

reduced occupational attainment) (n.p.). This problem statement matches the problem statement

of the study at hand while taking it one step further, a potentially useful insight for the analysis of

the study at hand. Since this study takes into account the test scores of only 3rd graders amongst

the 22 school districts of Hamilton County, the fact that Hair, Hanson, Wolfe, et al (2015) found

that the persistence of poverty leads to the persistence of low-academic achievement, helps

support the research and its ability to be extrapolated.

Adding to the importance of this research, Hair, Hanson, Wolfe, et al (2015) found

that, Low-income students are now a majority of schoolchildren attending public schools in the

United States (n.p.). This fact combined with the supporting data that points out the obvious

correlation between economic disadvantage and low-academic performance makes this a

national scale issue. If students who are impoverished are more than likely to underachieve in

school and roughly 51% of students are in impoverished within our public school systems, than

the majority of publically schooled individuals will underperform academically (Hair, Hanson,

Wolfe, et al, 2015).

Gaps in this study do exist and need to be taken into consideration. A study carried out

by Ferguson, Bovaird, and Mueller (2007) emphasize the need to consider parental interactions

at home and their impact on a childs readiness for school. In the study, it was determined that
FINAL PROPOSAL 8

Children from low-income families often start school already behind their peers who come from

more affluent families, as shown in measures of school readiness (Ferguson, Bovaird, and

Mueller, 2007, n.p.). Ferguson, Bovaird, and Mueller (2007) describe in the study that poverty

alone is an indicator of future success in school but it can be combated with strong parenting

education, advocacy for higher levels of education in school districts, and advocacy for resources

for schools. These factors, if existent within the school districts under study, may influence the

strength of the correlation between economic disadvantage and the level of academic

achievement.
Methodology
Type of Study
This research study is explanatory, as the research design will highlight the cause and

effects associated with percentage of students with low socioeconomic status for a particular

school district in Hamilton County and that school districts overall academic performance.

Twenty-two school districts exist within Hamilton County including the City of Cincinnati

School District. For this study, the City of Cincinnati School District is the focal point with the

other 21 districts being utilized for comparison and analysis.

Rationale for Research Design
According to the Ohio Department of Education (2015), the City of Cincinnati School

District reports a student population that is 81.9% (27,844 students out of 33,999 students total)

economically disadvantaged. In addition, the City of Cincinnati School District also reports a

57.4% on Performance Index and a 10.0% on Indicators Met (2015). These percentages are well

below the state minimums set by the Ohio Department of Education. As mentioned by Ferguson,

Bovaird, & Mueller (2007), The negative effects of poverty on all levels of school success have

been widely demonstrated and accepted. In their research, Ferguson, Bovaird, & Mueller (2007)

found that students ability to perform in school is directly impacted by their level of economic

disadvantage. In order to better understand the relationship between economic disadvantage and
FINAL PROPOSAL 9

academic performance amongst the 22 public school districts in Hamilton County, secondary

research analysis will be utilized as a means of investigating and organizing preexisting data

from large state collected aggregate sets.

Research Question
Does the percentage of economically disadvantaged students in a school district correlate

with lower test scores indicated by Indicators Met percentage?

Variables of Interest
Independent: The independent variable in this study is the percentage of economic

disadvantage present in the 22 Hamilton County school districts under analysis.

Dependent: The dependent variable in this study is the academic performance of the

school district.
Operational Definitions of Variables & Units of Analysis
The independent variable, percentage of economic disadvantage, can be furthered defined

by the four standards listed on the Ohio Department of Educations website,

http://education.ohio.gov/. According to the Ohio Department of Education (2015), the

qualifying factors for a student to be deemed economically disadvantaged are:

1. Students who are known to be eligible to receive free or reduced-price lunches; a

program through the United States Department of Agriculture (U.S.D.A) National School

Lunch Program. Eligibility for free or reduced-price lunch can be determined through a

variety of methods including the electronic direct certification process or completion by a

parent or guardian of a free and reduced-price lunch application. A student with an

approved application on file for a free or reduced-price lunch is qualified to be reported

to ODE as economically disadvantaged.

2. Students who have not submitted an application for free or reduced-price lunch or who

have not been directly certified as eligible but reside in a household in which a member

(e.g. sibling) is known to be eligible for free or reduced-price lunch via an approved

application or through direct certification.

FINAL PROPOSAL 10

3. Students who are known to be recipients of or whose guardians are known to be

recipients of public assistance. A source for determining whether a students family is

receiving public assistance is the Education Monetary Assistance Distribution (EMAD)

system.
4. Students whose parents or guardians have completed a Title I student income form and

meet the income guidelines specified.

These guidelines were utilized by the Ohio Department of Education when determining the

percentage of students in each district that qualified as being economically disadvantaged.

The dependent variable, achievement, is a measure of academic performance amongst

students within each specific school district. For this study, achievement will be measured using

percentage of indicators met for each district. According to the Ohio Department of Education

(2015), Indicators met measures the percent of students who have passed state tests. It also

includes the gifted indicator. Test results are reported for each student in a grade and subject.

Indicators utilized for this study are drawn from English Language Arts and Mathematics test

scores from 3rd grade.

Analysis of the data will begin by first determining which of the 22 Hamilton County

school districts has 50% of their students or greater highlighted as being economically

disadvantaged. School districts with economic disadvantage rates at 50% or greater will be

deemed as being in the economically disadvantaged category while school districts with less than

50% of their students qualifying as economically disadvantaged will be considered non-

economically disadvantaged. Next, achievement level will be evaluated based on 3rd grade state

test scores. School districts that meet all indicators based on test scores greater than the state

average in both Mathematics and English Language Arts will be considered excellent in

achievement. School districts that meet of the indicators by having test scores above the state

average for either Mathematics or English will be considered moderate in achievement. Finally,
FINAL PROPOSAL 11

school districts that meet 0/2 indicators by having test scores below the state average in both

Mathematics and English Language Arts will be deemed limited.

Hypothesis
It is hypothesized that if schools have greater than 50% of students qualifying as being

economically disadvantaged then that school districts 3rd grade achievement level will be limited

(see appendices; subcategory Academic Achievement Level).

Setting
Due to the nature of this research, only secondary research will be utilized when

gathering data. The subjects of the study are a part of aggregate data sets gathered by the Ohio

Department Education. The subjects are 3rd graders within the 22 Hamilton County school

districts. The 22 districts vary in their specific settings. The range of settings includes urban,

suburban, and rural. Also, it is important to note that there is a wide range of median household

incomes amongst the 22 school districts of Hamilton County. For example, according to the US

Census Bureau (2015), Indian Hill Exempted Village School District has a median household

income of $206,205. This can be contrasted with Mount Healthy City School District which has

a median household income of $33,321.

Sample
The subjects are 3rd graders who completed state test within the 22 Hamilton County

school districts.
Protection of Human Subjects
This data is widely available to anyone with Internet access. The data being analyzed

comes from an aggregate data set on the Ohio Department of Educations website,

http://reportcard.education.ohio.gov/. The data and all subsequent conclusions will be utilized for

a research assignment for the University of Cincinnati course SW4060. An associated

presentation will ensue in the spring of 2017 where findings of the research will be highlighted

along with the rest of the study. No identifying information will be disseminated or viewed

during the process of this research study.

Appendices
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Economic Disadvantage Instrument

>50% economic disadvantage = Deemed economically disadvantaged district
<50% economic disadvantage = Deemed non-economically disadvantaged district
Academic Achievement Level
100% of Indicators met (3rd grade Math and ELA passing scores %) = Excellent academic

achievement level (district)

50% of Indicators met (3rd grade Math and ELA passing scores %) = Moderate academic

achievement level (district)

0% of Indicators met (3rd grade Math and ELA passing scores %) = Limited academic

achievement level (district)

Table
Figure 1. Data Collection Table for Economic Disadvantage and Achievement Level (3rd Grade

Math and English Language Arts Passing Percentage for the 22 School Districts of Hamilton

County)

Economic Disadvantage & Achievement Level: 3rd Grade Math & English Language Arts
School Economic 3rd Grade 3rd Grade State Test State Test
District Disadvantag Achievement Achievement Passing Line Passing Line
e Level ELA Level Math 3rd Grade 3rd Grade
(Passing (Passing ELA Math
Percentage) Percentage)
City of
Cincinnati
School
District
Deer Park
Community
City School
District
Finneytown
Local School
District
Forest Hills
Local School
District
Indian Hill
Exempted
Village
School
District
FINAL PROPOSAL 13

Lockland
City School
District
Loveland
City School
District
Madiera City
School
District
Mariemont
City School
District
Mount
Healthy
North College
Hill City
School
District
Northwest
Local School
District
Norwood
City School
District
Oak Hills
Local School
District
Princeton
City School
District
Reading City
School
District
Southwest
Local School
District
St. Bernard -
Elmwood
Place City
School
District
Sycamore
Community
City School
FINAL PROPOSAL 14

District -
Sycamore
High School
Three Rivers
Local School
District
Winton
Woods City
School
District -
Winton
Woods High
School
Wyoming
City School
District

References
Aoki, M. (2016, February 11). Students from rural areas, poor families at academic

disadvantage: OECD study [Online posting]. Retrieved December 4, 2016.

Census.gov. (2015). Population estimates, July 1, 2015, (V2015). Retrieved December 04, 2016,

from http://www.census.gov/quickfacts/table/PST045215/3915000
Considine, G., & Zappala, G. (2002). The influence of social and economic disadvantage in the

academic performance of school students in Australia. Journal of Sociology, 38(2), 129-

148. doi:10.1177/144078302128756543
FINAL PROPOSAL 15

Ferguson, Bovaird, & Mueller. (2007, October). The impact of poverty on educational outcomes

for children. Pediatrics and Child Health, 12(8), 701-706. Retrieved November 20, 2016,

from Www.ncbi.nlm.nih.gov
Gordon, M. S. (2016). Community Disadvantage and Adolescents Academic Achievement: The

Mediating Role of Father Influence. Journal of Child and Family Studies, 25(7), 2069-

2078. doi:10.1007/s10826-016-0380-2
Golden, A. L. (2016). Association Between Child Poverty and Academic Achievement. JAMA

Pediatrics, 170(2), 178. doi:10.1001/jamapediatrics.2015.3853

Ohio Department of Education (ODE). (2015). Pages - District-Report. Retrieved November 20,

2016, from http://reportcard.education.ohio.gov/Pages/District- Report.aspx?

DistrictIRN=043752