Educator Perceptions of Low-Income Elementary Students and Their Effects on Reading

The correlation between income level and achievement has led some educators to believe that low-income students cannot learn at the same level as can middle-class and affluent peers. This problem is significant because as more families become impoverished, more students may be at risk for failure. Many studies have identified challenges facing low-income students, but few have quantified the relationship between teachers' perceptions of low-income students and achievement. This study investigated the impact of perception on the achievement of low-income elementary students. In the 1st phase, 55 educators were surveyed with the Low Income Student Belief Inventory (LISBI). The median score identified teachers with a positive and negative attitude toward low-income students. The 2nd phase examined the correlation between perceptions of each group and reading achievement of 522 low-income students in Grades 3--5. Reading scores from the Illinois Standards Assessment Test (ISAT) were collected. Sample means were compared via an independent t test. Results indicated that the positive group had a higher percentage of low-income students meet or exceed standards. However, achievement was not statistically higher among low-income students taught by educators with a positive attitude compared to those with a negative attitude. The study demonstrated a relationship between positive perceptions and reading achievement, and further identified that effective pedagogy adjusts instruction to accommodate for differences found in the experiences of low-income students. These findings suggest that effective pedagogy also builds positive relationships with students and provides for the unique academic needs that low-income students bring to the classroom.