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Essay / Poverty and Academic Achievement Essay - 850
Participants will all experience the same teaching techniques, incentives, and curriculum within the different groups. The dependent variable would be education level. It will be measured using standardized test scores and teacher classroom observations. Observations will be measured categorically by ranking from 1 (not at all attentive) to 9 (Very attentive). Since the test results are continuous, the study would be longitudinal. We would not need to test the dependent variable. Once data is collected, two-way ANOVA tests will be used. It will assess whether the relationship between race and academic achievement is significant as well as the relationship between poverty and academic achievement.ReferencesAinsworth, James W. (2002). Why do we need a village? The mediation of neighborhood effects on academic success. Social Forces, 81(1), 117-52. Hatt, Beth. (2007). Street intelligence versus book intelligence: the figured world of intelligence in the lives of marginalized urban youth. Urban Review: Issues and Ideas in Public Education, 39(2), 145-166.Loughrey, Dolores and Woods, Caroline. (2010). Spark Imagination: Creative experts work collaboratively with children, teachers and parents to enhance educational opportunities. Learning Support, (2),