Publication Date


Document Type



Master of Arts in Education (MA)

MA Concentration

Urban Education, Equity, Diversity and Inclusive Education


Enrique Dominguez Deleon, Pamela A. Redmond, Jim O'Connor


According to the National Center for Children in Poverty, roughly two million children in California are living in poverty (NCCP, 2016). Poverty can be linked to a number of societal issues including limited access to health care and housing, substance abuse, and lack of food for families (Chang and Romero, 2008). Due to these issue, poverty can also lead to chronic absenteeism, missing 10 percent or more in a school year, for students living in these conditions. As a result, students have low academic achievement and can exhibit at-risk behavior at school. Chronic absenteeism is more likely to effect schools in urban communities in large cities, than affluent suburban communities (Chang and Romero, 2008). The purpose of this study is to gain greater insight on the effects of poverty on elementary school attendance and academic achievement in urban communities. Using a quantitative research design, data was collected from the California Department of Education Data Reporting Office to conduct an in-depth analysis on the association poverty has to school attendance and academic achievement. The results of this study revealed poverty as a related factor, as the number of students who are truant and possessing low test score were significantly higher than students in an affluent community.