IDEAS home Printed from
   My bibliography  Save this paper

School Poverty Concentration and Kindergarten Students' Numerical Skills


  • Thomas B. Hoffer

    () (NORC at the University of Chicago)

  • Shobha Shagle

    (NORC at the University of Chicago)


Schools that enroll disproportionately high percentages of pupils from low-income families are widely believed to have negative consequences for student performance. Prior research has investigated the relationship of school poverty and outcomes in numerous ways, but the basic proposition is that school composition affects student learning, such that otherwise similar students realize different levels of achievement in schools with different proportions of low-income. This paper updates and extends the research on compositional effects in several respects. First, we extend the research to the early elementary level of schooling. Second, the data needed to assess the relative importance of individual and school factors have not been available and the mechanisms that mediate the school-level effect independent of student background factors are thus not clear. This paper draws upon nationally representative data on kindergarten pupils and the schools they attend to estimate both the overall impact of school poverty on mathematics achievement and its impact on a variety of other school and schooling-experience variables that may in turn affect student learning. Finally, this paper analyzes the effects of high poverty schools on several schooling variables hypothesized to affect student achievement.

Suggested Citation

  • Thomas B. Hoffer & Shobha Shagle, 2002. "School Poverty Concentration and Kindergarten Students' Numerical Skills," Working Papers 2012-004, Human Capital and Economic Opportunity Working Group.
  • Handle: RePEc:hka:wpaper:2012-004
    Note: ECI

    Download full text from publisher

    File URL:
    File Function: First version,
    Download Restriction: no

    More about this item


    Access and download statistics


    All material on this site has been provided by the respective publishers and authors. You can help correct errors and omissions. When requesting a correction, please mention this item's handle: RePEc:hka:wpaper:2012-004. See general information about how to correct material in RePEc.

    For technical questions regarding this item, or to correct its authors, title, abstract, bibliographic or download information, contact: (Jennifer Pachon). General contact details of provider: .

    If you have authored this item and are not yet registered with RePEc, we encourage you to do it here. This allows to link your profile to this item. It also allows you to accept potential citations to this item that we are uncertain about.

    We have no references for this item. You can help adding them by using this form .

    If you know of missing items citing this one, you can help us creating those links by adding the relevant references in the same way as above, for each refering item. If you are a registered author of this item, you may also want to check the "citations" tab in your RePEc Author Service profile, as there may be some citations waiting for confirmation.

    Please note that corrections may take a couple of weeks to filter through the various RePEc services.

    IDEAS is a RePEc service hosted by the Research Division of the Federal Reserve Bank of St. Louis . RePEc uses bibliographic data supplied by the respective publishers.