Document Type
Article
Publication Date
Spring 2025
Abstract
This capstone research project explores the relationship between socioeconomic status (SES) and student achievement in English/Language Arts (ELA) at North Linn Middle School in rural Iowa. The study investigates how economic disadvantage, measured through Free and Reduced Lunch eligibility, influences student performance on standardized assessments such as aReading, CBMR (FastBridge), and ISASP. Utilizing both quantitative and qualitative data, the research identifies consistent achievement gaps between low-SES students and their peers, with the widest disparities occurring in upper middle school grades. In addition to assessment data, reflective journals and teacher observations were used to contextualize trends and inform possible instructional interventions. The findings highlight systemic inequities and emphasize the importance of early, targeted support to ensure educational equity. This study offers insights for educators and policymakers seeking to address academic gaps and improve outcomes for students from economically disadvantaged backgrounds.