The Effects of Poverty on Achievement Gap: A Quantitative Analysis Using Stratification Theory

Skukura Edwards


The achievement of students in America’s educational system has always been a topic of discussion. The number of children who excel in many other nations has always been higher than that of American pupils. Moreover, American students who are raised in wealthy families have greater success rates than those who are raised poor (see, for example, Dicker-Conlin and Rubinstein, 2007). The achievement gap among groups of students is determined by factors such as standardized test scores, grades, dropout rates, college enrollment, and college graduation percentages (see, for example, Attewell, 2007). The Stratification Theory has three aspects, which direct the distribution of power: (1) class, (2) status, and (3) party. Through this conceptual framework, it is hypothesized in this study that those students who live in poverty, compared to those who are wealthy, are taught to differing standards. Data were collected, with the utilization of the archival method, from books, scholarly journals, and online media sources. These sources were augmented by expert interviews. A quantitative analysis of the data shows a strong statistical relationship between power and accomplishment. The findings suggest that where the affluence stands, substantial triumph also stands.


Public Education System; United States; Poverty; Education Reform

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