[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-585486-105":59,"doc-detail-585486-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","research-brief-14-is-there-systematic-meaningful-evidence-of-school-poverty-thresholds","Research Brief 14 - Is There Systematic Meaningful Evidence of School Poverty Thresholds?","","Research Brief 14 (September 2018) evaluates whether systematic, meaningful evidence supports specific school poverty concentration “thresholds” that predict student achievement. Drawing on a comprehensive review of social, behavioral, and educational research, it finds no reliable and valid evidence for poverty concentration thresholds suitable for policy decisions. It argues for more longitudinal, nationally representative studies using advanced statistical methods, while recommending decision makers focus on reducing concentrated school poverty to the lowest feasible level to avoid unsupported threshold-based policies.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/research-brief-14-is-there-systematic-meaningful-evidence-of-school-poverty-thresholds/585486/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/research-brief-14-is-there-systematic-meaningful-evidence-of-school-poverty-thresholds/585486.png","ImageObject",300,407,{"name":92,"@type":93},"Alex Sinclair","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-13","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Does the research support specific school poverty concentration thresholds for predicting achievement?","Question",{"text":112,"@type":113},"No. The review reports no reliable and valid body of evidence that establishes specific poverty concentration thresholds for policy use.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why are concentrated school poverty conditions considered harmful?",{"text":117,"@type":113},"Higher concentrations of students living in poverty are associated with less optimal teaching and learning conditions and sustained disparities, especially harming the most vulnerable students.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the brief recommend for future research and policy?",{"text":121,"@type":113},"Future studies should use longitudinal, nationally representative datasets and advanced statistical techniques to test potential thresholds across subjects, demographic groups, and grade levels. Policy makers should prioritize reducing school-level poverty concentrations to as low a level as feasible and avoid threshold-based assumptions.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585486,1792171773,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","RESEARCH BRIEF 14 | SEPT 2018  \nIS THERE SYSTEMATIC MEANINGFUL EVIDENCE OF SCHOOL POVERTY THRESHOLDS?  \nROSLYN ARLIN MICKELSON  \nSUMMARY  \nOver the last five decades, a large body of research has demonstrated that concentrated school poverty undermines the educational progress of all students, especially pupils who are poor themselves. A handful of studies suggest there maybe school-level poverty thresholds that influence achievement for some students in some subjects and grade levels. After a comprehensive review of the extant social, behavioral, and social science research, I found no reliable and valid body of evidence that points to specific thresholds of poverty concentration that can be used as the empirical basis for school assignment policies. We need more research on this  \nquestion using longitudinal, nationally representative datasets, employing state of the art statistical techniques to test for possible thresholds in different subjects, for demographic groups, and at various grade levels. Given the current state of our knowledge on the relationship of schoollevel poverty to achievement, educational decision makers should focus on reducing concentrations of school-level poverty to as low a level as is feasible given the available demographic mix, and avoid policies based on the unsupported notion that there are poverty thresholds above and below which student achievement levels can be predicted.  \nResearch Brief 14 | Is There Systematic Meaningful Evidence of School Poverty Thresholds? page 2 of 18  \nINTRODUCTION  \nFor the last 50 years, social, educational, and behavioral scientists investigating the relationships among school socioeconomic (hereinafter “SES”) composition and educational outcomes have demonstrated time and again that schools with higher concentrations of students living in poverty provide less than optimal teaching and learning conditions, and they are especially harmful to the most vulnerable students who are, most often, youth living in neighborhoods of concentrated poverty and low-income students of color. Concentrated poverty in schools creates and sustains disparities in academic outcomes. High concentrations of students living in poverty complicate learning and teaching in schools, and reduce the effectiveness of other educational interventions designed to address gaps in academic outcomes. Shortterm,“band-aid” solutions may improve some outcomes for some students in a particular school in a given year, but any gains are not sustained in the long-term.1  \nHundreds of studies by U.S. and international scholars have measured the effects of school demographic composition on educational outcomes. The most enduring of these is the 1966 Equality of  \nEducational Opportunity Report,2 which found an association between school socioeconomic and racial composition and academic achievement. Since then, a large multidisciplinary3 body of educational, social, and behavioral science research has shown that the SES composition of schools influences students’ educational outcomes above and beyond their own family background, prior achievement, race, gender, and levels of effort or motivation. These studies demonstrate that students who attend schools with high concentrations of youth who live in poverty are not as academically successful—as measured by grades, test scores, promotion, and graduation rates—as their otherwise comparable peers who attend socioeconomically and racially diverse schools.  \nThis research brief summarizes recent research about school SES composition effects on educational outcomes, with a focus on whether this enormous crossdisciplinary body of research supports claims that school poverty “thresholds” or “tipping points” exist. In other words, is there evidence of certain levels of school poverty concentrations above and below which students’ outcomes are affected?  \n1 Much of the enormous corpus of literature about school and classroom socioeconomic and racial compositional effects","cbCaiinqtOk9zC0o","https://ap.wps.com/l/cbCaiinqtOk9zC0o","pdf",369023,18,"English","# Summary\n# Introduction\n# How Is School-Level SES Measured?\n## Free and/or reduced lunch (FRL) as an indicator","[{\"question\":\"Does the research support specific school poverty concentration thresholds for predicting achievement?\",\"answer\":\"No. The review reports no reliable and valid body of evidence that establishes specific poverty concentration thresholds for policy use.\"},{\"question\":\"Why are concentrated school poverty conditions considered harmful?\",\"answer\":\"Higher concentrations of students living in poverty are associated with less optimal teaching and learning conditions and sustained disparities, especially harming the most vulnerable students.\"},{\"question\":\"What does the brief recommend for future research and policy?\",\"answer\":\"Future studies should use longitudinal, nationally representative datasets and advanced statistical techniques to test potential thresholds across subjects, demographic groups, and grade levels. Policy makers should prioritize reducing school-level poverty concentrations to as low a level as feasible and avoid threshold-based assumptions.\"}]","Research Brief 14 - Is There Systematic Meaningful Evidence of School Poverty Thresholds? | PDF",1792054859,45]