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The research aims to assess how educational poverty impacts academic achievement and the role of contextual factors.

July 8, 2026Education Sciences0 citationsOpen Access

Educational Poverty and Academic Achievement: A Meta-Analysis Exploring Contextual Moderators and Policy Implications

SKSasan KaramizadehIslamic Azad University of Damavand SCSaman Shojae ChaeikarUniversity of Technology Sydney HSHamidreza SalarianUniversity of Technology Sydney

Key Points

The research aims to assess how educational poverty impacts academic achievement and the role of contextual factors.
Conducted a meta-analysis of 45 studies published from 2000 to 2024 using quantitative methods.
Calculated effect sizes with random-effects models following PRISMA guidelines.
Performed subgroup and meta-regression analyses to identify influencing moderators.
Educational poverty was associated with a moderate negative impact on academic achievement (g = −0.45, 95% CI: −0.50 to −0.40).
The effect was stronger in primary students (g = −0.50) and in high-inequality regions like North America (g = −0.55).
Cognitive outcomes showed the largest negative effects, especially in standardized test scores (g = −0.50).

Abstract

This comprehensive meta-analysis reviews 45 studies published from 2000 to 2024 that use quantitative methods to examine how educational poverty—limited resources, poor-quality teaching, and disadvantaged school settings—affects students’ academic outcomes. Following PRISMA guidelines, effect sizes were calculated using random-effects models to account for variability across studies. Educational poverty was associated with a moderate, significant negative impact on achievement (Hedges’ g = −0.45, 95% CI: −0.50 to −0.40); this likely reflects a performance gap of about 10–15% between disadvantaged and non-disadvantaged students. Variability across studies led to subgroup and meta-regression analyses. The negative effects were more pronounced for primary students (g = −0.50) than secondary students, especially in high-inequality regions like North America (g = −0.55), and were largest for cognitive outcomes such as standardized test scores (g = −0.50), compared to non-cognitive metrics like attendance and graduation. Meta-regression showed that location, age group, and outcome type significantly affected effect sizes. Sensitivity tests and bias assessments confirmed consistent results. Overall, the studies highlight that educational poverty remains a major barrier to academic success, with the strongest effects seen early in education. These findings underscore the importance of early, targeted, and context-specific policies to reduce inequalities and improve learning conditions for underprivileged students.

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