Introduction
The rate of academic performance is influenced by various factors surrounding the student one of them being their socioeconomic status. According to a series of research studies conducted on the factors affecting the students’ performance status, the social and economic status was ranked as the highest contributor to low performance. Other factors such as peer pressure, school size, student role performance, as well as the relationship between the teachers and the student, also influence the student performance score. As a result of supporting the students with low social and economic status, the federal government usually provides funding that is used for providing free and reduced meals in the state of Missouri, thus motivating the students into concentrating in their academic studies as a way of improving their performance. This paper, therefore, reviews how the provision of free and reduced student meals as an element representing socioeconomic status of the students in relations to the school’s academic performance. The paper relies on the Missouri Assessment Program scores to determine the schools achievement and students’ performance in the state.
Socioeconomic status and school performance
According to a piece of research on the impact of socioeconomic status on the student performance, it was concluded that the level of SES has a direct effect on the performance and achievement of the students. This is usually determined by reviewing the education level, income level and the occupation status of the parents. According to Dosset and Munoz (2000), socioeconomic background of a student is likely to affect socialization which is a core influence on the student’s performance both in class work and in extracurricular activities. The process of socialization usually takes place during meal breaks, thus the provision of free or reduced price meals has played a vital role in helping students with low socioeconomic status get access to school meals and get a chance to socialize with other students.
Low concentration is also associated with the social and economic status of the student’s background. As pointed out by Dosset and Munoz (2000), a high number of students often find it difficult to attend schools or even concentrate in class due to various social factors such as hunger and the feeling of being out of place as a result of low economic background. As a result, the academic score of such students is usually low as compared to other students with a better socioeconomic background.
Impact of free and reduced meals on academic achievement
Using free and reduced meals as an element of alleviating low socioeconomic problem indicates an improvement on the student performance and achievement. It is evident that the students who receive free or reduced meals are likely to move higher in their accomplishments levels. This is measured in accordance with the achievement scale as provided by the Missouri performance score. In addition, the impact is higher in rural schools where the level of social and economic status is relatively low as compared to the urban schools’ performance. The Missouri Department of Elementary and Secondary Education did a study which stated that the availability of free or reduced price meals to the students with low socioeconomic status is essential. This is relevant as it ensures that children have a good health which is crucial for the student to concentrate in class as well as participate in extracurricular activities. Free meals also help the parent to focus on saving the money previously used to buy lunch for the children, thus improving the economic status of the family (Alexander, 2001). Subsequently, improved family economic status increases the student’s confidence especially in interacting with other students at school in various school activities as compared to little economic background which mostly results in the students withdrawing from the rest of the peers and classmates.
A report by the U.S Department of Agriculture suggests that improved nutrition through free and reduced-price lunch and breakfast improves students’ concentration in class. As a result, the departments has provided financial support for the free and reduced meals program whereby in the year 2011, the government had spent approximately 10.8 billion to provide free lunch to over 31 million school children every day. In order to qualify for a free lunch program, the child’s family must be at the poverty line of 130 percent or below or 130-180 percent for the reduced-price meals. This government program has helped public schools in Missouri eradicate malnutrition levels among the children and also improve academic achievements and participation among students at different levels (Carbonaro, 2005). According to research by the Association for Public Policy Analysis, school attendance has also improved as a result of the provision of free meals in Missouri public schools. This is because; most children living in poverty are encouraged to attend schools as they will be fed. This is evident as presented by a report from St. Joseph School Missouri where the students’ participation doubled after the school started providing free breakfast to students with low socioeconomic backgrounds.
Conclusion
References
Dossett, D., & Munoz, M. A. (2000). Educational reform in the accountability era: The impact of prior achievement and socio-economic conditions on academic performance. ERIC Document Reproduction Services, No. 468-491.
Carbonaro, E. (2005). Tracking Students’ Effort and Academic Achievement. Journal of Education, Vol. 78(1), 27-49.
Horshchild, J. (2003). Social Class in Public Schools. Journal of Social Issues. Vol. 59(4), 821-840.
Alexander, K. et al (2001). Schools, Achievement, and Inequality: A Seasonal Perspective. Educational Evaluation and Policy Analysis, Vol. 23 (2), 171-191. Retrieved from http://www.jstor.org/stable/3594128.
