And schools with lower concentrations of low-income students tend to fare better on standardized tests, while schools with more low-income students are often at the bottom of the performance scale. Luis Munoz Marin elementary school in Bridgeport, where every single child qualified for free- or reduced-price lunch, had the lowest number of fourth-grade students reaching proficiency in both math and reading in 2011. Meanwhile, 100 percent of fourth-grade students at Ridgefield's Farmingville Elementary, New Canaan's West Elementary and Darien's Holmes Elementary reached proficiency last year; not a single fourth-grade student in any of those three schools qualifies for the lunch subsidy.
But a student's ability to achieve can not be predicted solely on his or her economic standing; the economic standing of other students in the classroom can also have a large affect on student test scores, Rothwell said.
"Students seem to do better when they attend high performing, higher scoring schools. Even low-income students who have disadvantaged backgrounds (in high-performing schools) do score higher than low-income students that go to schools that don't have high test scores," he said. "We found that low-income students do better when their non-poor peers score higher."
Read more: http://www.ctpost.com/news/article/The-value-of-a-good-education-3518578.php#ixzz1tTUhBJ9r
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