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Solution for Low-Income American Students Abstract

Solutionfor Low-Income American Students


Pooracademic performance among low-income American students is an issueof concern. The research sought to establish solutions for low-incomeAmerican students to enhance their academic accomplishments. Thestudy posits that stakeholders should institute alternative measuresto respond to the noted problems to fill the gap between affluentlearners and low-income students in the country to ensure that thelatter group enhances their academic performance. Some of theidentified issues of concern are high college application fee,expensive remedial classes, and unaffordable tuition charges amongothers. Besides, low-income learners in the U.S. have minimal or noaccess to various motivation activities that their affluentcounterparts enjoy. Therefore, learning institutions should establisha universal application and score-reporting strategy that will savecharges and facilitate underprivileged scholars have several optionsregarding SAT tests. Besides, low-income students should befacilitated college tours to make better choices. Collegeadministrations are recommended to make better interventions tosupport students from low-income backgrounds. The government shouldintervene to reduce various costs that bar underprivileged studentsfrom achieving their academic goals.

Solutionfor Low-Income American Students

Today,college degrees are crucial in various career developments as opposedto the past. However, it has become challenging to join, pay for, andgraduate from college, especially for those from low-incomebackgrounds. Low-income American students face different academicperformance challenges due to their financial status. The fact thatthey cannot compete efficiently with their privileged counterpartscalls for intervention to guarantee their right to education asstipulated in the constitution. Some of the identified issues ofconcern are high college application fee, expensive remedial classes,and unaffordable tuition charges among others. Besides, low-incomelearners in the U.S. have minimal or no access to various motivationactivities that their affluent counterparts enjoy. It is vital toappreciate that these disadvantages affect their academic performancein the long run. The stakeholders should institute alternativemeasures to respond to the noted problems to fill the gap betweenaffluent learners and low-income students in the country to ensurethat the latter group enhances their academic performance.

Despitethe fact that college application fees, as well as SAT, AP, and ACTscore reports charges are reduced in most cases for low-incomelearners, the waivers have stringent requirements (Dixon-Román,Everson, &amp McArdle, 2013). An example is where theunderprivileged scholars can only order four SAT score reports at nocost if they recognize the particular place to send them whenregistering. Besides, wealthy learners wait until they acquire theirscores for them to choose high-level schools strategically. However,low-income scholars are mandated to make choices before they cansignificantly plan. Therefore, this is iniquitous particularly forthe most determined apprentices who sit for their SAT early, beforeapplying for college (Dixon-Román, Everson, &amp McArdle, 2013). Inthis case, financially disadvantaged students should be permitted toutilize their free score reports at suitable times for their benefit.Moreover, learning institutions should also establish a universalapplication and score-reporting strategy that will save charges andfacilitate underprivileged scholars have several options. Besides, itis imperative for low-income learners to have adequate access toskilled counselors in a bid to get guidance on the issues ofresources and waivers. Dixon-Román, Everson, and McArdle (2013) usedanalytic models to establish the effects of family income, parentaleducation, and academic attainment on Black and White high schoollearners’ mathematical, as well as verbal SAT scores. Overall,findings indicate that poverty has a significant contribution to theSAT test scores for both White and Black participants. Therefore,this is essential in explaining the SAT attainment variations betweenthe two social sets of learners. For instance, family income wasnoted to present a nonlinear, differential impact on the overall SATaccomplishment for both sets of students under discussion(Dixon-Román, Everson, &amp McArdle, 2013). Notably, for certainfamily earnings levels, the impact was almost twice as that of theWhite participants in the sample. It is critical for stakeholders toconsider such findings to set effective measure that will improveacademic performance among low-income American learners.

Financiallystable students can make better decisions about where to join becausethey can visit some schools, explore the area, interact with otherlearners, and see how they feel on campus (Wong et al., 2014). On thecontrary, underprivileged scholars choose schools entirely blindbecause they cannot have college tours, especially for institutionsthat are far from their neighborhood. Such visits are crucial forfirst timers to attend college in a given family setting because theyare making a critical decision with limited first-hand experience. Ina bid to ensure that such learners make informed decisions that willenhance their academic performance, it would be perfect for them tohave subsidized college visits for their best choices before making adecision regarding where to attend. Although there are somescholarships that offer such services, there is a need to avail more(Wong et al., 2014). Apart from Questbridge program, Take Stock inChildren also affords their learners application support,scholarships, counsel, as well as college tours. However, ininstances where such is inapplicable, schools could institute virtualvisits, as well as scholar programs by current learners in low-incomesettings. Wong, Coller, Dudovitz, Kennedy, Buddin, Shapiro, Kataoka,Brown, Tseng, Bergman, and Chung (2014) did a research that aimed atinvestigating whether exposure to better-performing schools decreasesthe rates of perilous fitness conducts among underprivileged minorityyoung people and whether this is because of enhanced academicaccomplishment, influence from peers, or other factors. The studyrelates to the current research concerning the issue of school choiceand its influences. In their study, Wong et al. (2014) applied anatural investigational research design, which used the randomadmissions sweepstake into better-performing public charterinstitutions among underprivileged neighborhoods in Los Angeles. Theresearchers found out that students who were admitted in ahigh-performing school had improvements in mathematics and Englishstandard test scores. They also noted enhanced school retention rates(Wong et al., 2014). In essence, the research points out to thethesis that low-income students should be facilitated entry to betterschools to enhance their academic achievement.

Researchindicates that most scholars who get enrolled in institutions ofhigher learning are practically not ready to execute at a collegiatestandard (Hollar, et al., 2010). Nonetheless, such classes are costlyconcerning money and time. In this case, students can incur moredebts attempting to reach the grade level with no advancement towardtheir degree choice. The graduation charges for apprentices who takeremedial sessions are exceedingly high (Hollar, et al., 2010).Students go into debt without catching up the college level, whichaffects low-income learners’ performance in school. In a bid toaddress the issue, a legislation instituted in Florida establishedthat learning institutions cannot compel scholars to take remedialsessions (Hollar, et al., 2010). Therefore, this gives students roomto decide whether or not they want to invest money and time for suchcourses. In the case that they deny remedial, they will havedifficulty in college-level courses however, they should have thedecision to face that test. It is crucial to note that such a policywill be effective to underprivileged learners. Besides, low-incomescholars can be given subsidized remedial classes or online courses,which they could access outside of the university environment.Notably, Miami-Dade College offers a free summer curriculum forscholars who are attending university the year that followsirrespective of the institution they will attend. Moreover, othercolleges such as the University of Washington and Rutgers offerpre-college tutoring programs, particularly for underprivilegedstudents. It is essential for more colleges to apply such measure toensure that students from low-income backgrounds improve theiracademic performance. Overall, interventions at a school play acrucial role in the performance among learners. In their study,Hollar, Messiah, Lopez-Mitnik, Hollar, Almon, and Agatston (2010)established that school-based involvements can advance academicachievement and health among low-income American learners.

Underprivilegedstudents do not have access to the regular, strong, positiveaffirmations of achievement, which their wealthy peers have. Besides,they are hardly surrounded by university graduates their plans tojoin college are talked about as an option and not anticipation(Sorhagen, 2013). In this case, it is crucial to low-income studentsshould be accorded inspiration sessions that stipulate clearexpectations. In addition, low-income students can be trained topursue their academic plans with dedication they can do so by askingquestions of concern, taking notes, working on academic tasks, aswell as practicing their skills to hone their minds. Essentially,underprivileged students can be encouraged that they have thepotential to succeed. A study by Sorhagen (2013) sought to establishhow the relationship between teachers and students affect learners’academic performance among underprivileged children. The researchapplied potential longitudinal data to investigate the associationsbetween first-grade trainers’ over- and underestimation of theirlearners’ mathematics capabilities, fundamental reading skills, andlanguage aptitude, as well as the scholars’ high school academicachievement, with special consideration of the topic area andmoderating aspects of learner demographic features. The studyfindings established that tutors’ over- and underestimation ofcapabilities had a stronger influence on learners fromunderprivileged families than on students from wealthy homes. In thiscase, such findings have implications for comprehending thecomplexities surrounding self-fulfilling prophecies (Sorhagen, 2013).Besides, one can understand the academic accomplishment gap betweenscholars from underprivileged and advantaged families. In essence,appreciating and applying such research for the better will enhanceacademic performance for students from low-income backgrounds.

Jacoband Ludwig (2008) did a research titled Improving EducationalOutcomes for Poor Children where they considered the ability ofdiverse policies to enhance the learning outcomes of underprivilegedAmerican children. Their study is crucial to the current researchthat seeks to establish the solution for low-income students toimprove their academic achievement. Some of the notable policies thatthe authors presented are the reduction of class size and use ofbonuses for teachers in schools that have high needs. Notably,reducing the size of a class could be effective for teachers inaddressing disadvantaged students appropriately (Jacob &ampLudwig,2008). Besides, bonuses increase the value that teachers add to thelearners therefore, policies can be established to suit low-incomeAmerican students to improve their academic accomplishments.

Insummation, poor academic performance among low-income Americanstudents is an issue of concern. The study posits that stakeholdersshould institute alternative measures to respond to the notedproblems to fill the gap between affluent learners and low-incomestudents in the country to ensure that the latter group enhancestheir academic performance. Some of the identified issues of concernare high college application fee, expensive remedial classes, andunaffordable tuition charges among others. Besides, low-incomelearners in the U.S. have minimal or no access to various motivationactivities that their affluent counterparts enjoy. Therefore,learning institutions should establish a universal application andscore-reporting strategy that will save charges and facilitateunderprivileged scholars have several options regarding SAT tests.Besides, low-income students should be facilitated college tours tomake better choices. College administrations are recommended to makebetter interventions to support students from low-income backgrounds. The government should intervene to reduce various costs that barunderprivileged students from achieving their academic goals.


Dixon-Román,E.J, Everson, H, T., McArdle, J.J,. (2013).Race, Poverty and SATScores: Modeling the Influences of Family Income on Black and WhiteHigh School Students’ SAT Performance. Teachers College Record(115), 040306, 33.

Hollar,D., Messiah, S.E., Lopez-Mitnik, G., Hollar, L., Almon, M., Agatston,A.S., (2010). ffect of a Two-Year Obesity Prevention Intervention onPercentile Changes in Body Mass Index and Academic Performance inLow-Income Elementary School Children. American Journal of PublicHealth | Vol 100, No 4.

Jacob,B., Ludwig, L., (2008). Improving Educational Outcomes for PoorChildren .Working Paper (14550).http://www.nber.org/papers/w14550

Sorhagen,N. (2013). Early teacher expectations disproportionately affect poorchildren`s high school performance. Journal of EducationalPsychology, 105(2), 465-477. http://dx.doi.org/10.1037/a0031754

Wong,M.D, Coller, K.M, Dudovitz, R.N, Kennedy, D.P, Buddin, R., Shapiro,M.F., Kataoka, S.H., Brown, A.F., Tseng, C.H., Bergman, P., Chung,P.J., (2014). Successful Schools and Risky Behaviors Among Low-IncomeAdolescents. PEDIATRICS (134), 2.