Poor Performance Out of Poverty is the Gap(Problem)

A. Synthesis of Literature related to Problem (Complete/Incomplete)

For this section, you will review a minimum of five scholarly articles related to one of the gaps or area for growth you identified in Part 1.  Your review of the literature should include recent studies investigating potential interventions in similar or related settings as well as seminal studies.  The final product for this section will be a narrative that synthesizes your findings after reviewing the literature.  The narrative should at the minimum include the following components: (a) a discussion of research methods, (b) a discussion of any pertinent models, frameworks, or theories, e.g., systems theory and change theory and their relevance to your study, and (c) a summary of the findings and outcomes from the studies you reviewed.

Poor Performance Out of Poverty is the Gap(Problem) I want to address.

Poor Performance Out of Poverty is the Gap(Problem)

The stigma of poverty starts to hinder their performance in school.

The stigma of poverty has a negative effect on students’ motivation to try their best. Students who come from low-income households are less likely to feel competent in their subject, and this can also lead them to perform poorly.

Some studies suggest that students with low confidence may not try as hard as those with high confidence, which makes it difficult for them to catch up with the class and maintain their performance levels.

Students who come from poor households are less motivated to try their best.

Poor performance out of poverty is the gap. This is a problem because it can be addressed by improving education for the poor and increasing student motivation, which results in better outcomes for all students.

Students who come from poor households are less likely to try their best by:* Not knowing how much effort it takes to succeed in school.* Not knowing how important it is to keep up with homework.* Not knowing what makes a good teacher or how they should act towards them when they are working hard at school work (learning styles).

Students from low-income households are less likely to feel competent in their subject.

Students from low-income households are less likely to feel competent in their subject.

Students from low-income households have lower confidence in their academic abilities.

Students from low-income households have lower achievement than students from high-income households

Students with low confidence may not try as hard as those with high confidence.

Students with low confidence may not try as hard as those with high confidence.

Students who are less likely to try their hardest are also more likely to give up on an activity, even if they had the same chance of success. This can be especially true if you’re dealing with poor performance out of poverty, because it’s a problem that many people face: students from lower-income families have been found to perform worse in school than their better-off peers. The difference between these two groups is called “achievement gap.”

When asked about their reasons for not trying harder or taking risks, students said that they didn’t think their ideas were good enough and felt scared about failure–but this doesn’t tell the whole story! Studies show that students from higher socioeconomic backgrounds tend to feel more confident in their abilities than those from lower socioeconomic backgrounds do; therefore when faced with obstacles like low marks on tests or lack of resources needed for projects like research papers/books/etc., higher-achieving students will be more likely than their less successful peers (who may also struggle academically)

Low-income students perform worse on exams than high-income students even when they have similar scores on the SAT or ACT.

Poor performance is not just a problem in the United States. It occurs in other countries and across different subjects, as well.

The poor performance gap between low-income students and high-income students on exams is not limited to just one country or region of the world; it has been found across many countries and subjects such as math, language arts and science.

Low-income students are more likely to change schools because of poor performance, which can affect their educational progress and academic achievement.

Poor performance out of poverty is the gap(problem).

Students from low-income households are more likely to change schools than students from high-income households. This can affect their educational progress and academic achievement.

Students who change schools often have lower academic achievement than those who do not. They may also experience higher dropout rates than those who stay with their current school or transfer into another public education system such as charter schools or private institutions.

Poor performance out of poverty is the gap(problem).

Poor performance out of poverty is the gap(problem).

Studies show that students from low-income households are less likely to feel competent in their subject, and they may not try as hard as those with high confidence. This could be because they don’t think they can do well, or it could be due to other reasons such as feeling like their parents will be disappointed if they don’t achieve good grades. Poor performance out of poverty is also tied to motivation: students who come from poor households are less motivated to try their best because there’s no value placed on education among them, so it doesn’t feel like an important goal for them.

Conclusion

It is important to address the issue of poverty in schools, as it affects not only students but also teachers and their families. Teachers need to be provided with the knowledge needed to help their students who come from low-income households. They should also be given opportunities for professional development so that they can improve their teaching skills. A great way of doing this would be through mentoring programs where teachers could work with one another on a regular basis for extra training sessions as well as practice time before going into classrooms full time again!