“It’s not about the money,” Prime said. “It’s about several other factors — children grow up with different values. You can’t take away those values, but you can bridge them together.”
Prime, who has a doctorate in educational administration from Central Michigan University, said students living in poverty have three main values: survival, entertainment and relationships. She said the middle class values achievement and material security.
“One of the problems is that school districts and businesses operate from the middle class norms,” she said.
“If a kid doesn’t have his planner or an assignment signed by his mom on time, he might tell you that his mom hasn’t been home for two days.
“We need to find out what’s really important to these children, develop a relationship with them — because that’s vital for them — and educate them.”
Does a higher family income mean higher achievement, though?
Research awaiting publication in the American Economic Review indicates raising family income — as little as $1,000 a year — can result in higher math and reading scores for students from low-income families.
The study, by Gordon Dahl and Lance Lochner in association with the National Bureau of Economic Research, says that an increase in test scores equal to 6 percent of a standard deviation were seen for each $1,000 of added income.
Prime disagrees with this idea. She said finances, or income, is just one resource that affects the way a child learns and behaves. Other factors include role models and spiritual support.
“Our great-grandparents may not have had money during the Depression, but they had these other, vital resources,” she said. “It’s not about the money — it’s other things.
Prime gave the example of a basketball player growing up in the slums of Los Angeles who made it to the NBA, and now earns millions of dollars.
“Now they have money, but are their values any different?” she said. “They might be buying lots of cars and entertainment, but they might be falling short elsewhere. Money doesn’t solve all of these problems.”
Dahl added about his study, “It is not much of a reach to think that a reduction in income would have a symmetric effect.”
In the 10 wealthiest Michigan districts, most saw 80 percent or more of high school juniors score at least proficient in math and science this spring.
In the 10 poorest districts, most saw fewer than 30 percent of their high schoolers with proficient scores.
Median family income in Bay County is similar for its four main public school districts. Essexville-Hampton Public Schools had the highest income of $58,495, along with the highest test scores in math and reading.
Bay City Public Schools has the lowest income in Bay County, but its test scores in reading are higher than Bangor Township and Pinconning Area Schools.
While the gap among high-income and low-income districts remains wide, state officials point to overall increases in student performance on the Michigan Merit Exam, which is designed to measure high school performance and college readiness.
The percentage of students scoring at least proficient in math has increased from 46 percent in 2007 to 52 percent in 2011. During those same years, the percentage of students ranked as proficient or above in reading rose 3 points, to 63 percent.
“Michigan’s future in large part will depend upon the readiness of our students to enter a career or college with the educational foundation needed to succeed and have a strong quality of life,” said Gov. Rick Snyder, when results were released this summer.
And according to Prime, it goes beyond Michigan.
“These cells of poverty affect the global stage,” she said. “We need to embrace the notion that our views of the importance of education and material security need to be offered to students in poverty,” said Prime. “All of these kids are bright — they just need a chance to show it.”