ABSTRACT
Numerous studies have documented the effect of poverty on academic achievement. Family income is the single most reliable predictor of achievement on the Scholastic Assessment Test (SAT). Low parental educational attainment and transportation barriers may keep parents away from the school. Poor nutrition, limited access to health care, and substandard housing exasperate the problem. Financial instability, psychological stress, and the stigma of being poor are factors as well. One school practice which perpetuates the cycle of poverty is tracking. Presumably, the intent of tracking is to make schools more efficient, but the practice is dangerous and perpetuates the achievement gap for poor children, especially poor children of color. Recently the COVID-19 pandemic has exposed and exasperated deep inequities in our society. Virtual learning is particularly challenging for poor students who are less likely to have the technology, tools, and Internet connection they need to successfully navigate online learning from home. Many well-meaning efforts aimed at addressing the achievement gap are focused on deficits in poor children. We argue the focus should shift from blaming the students to taking a hard look at the schools themselves and the decisions around tracking, hiring practices, investment in infrastructure, and discipline.
