Poor School Funding, Child Poverty, and Mathematics Achievement

Abstract

This article concerns the effects of poor school funding and child poverty on mathematics achievement in American schools. A good deal of research and a lot of confusion have surrounded these topics. We begin by first reviewing these traditions of effort. Next, we present information about a new study of these effects, including the rationale for our research, our methods, and our findings. We close by discussing the implications of our results.

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