Findings:

The case conducted by Manduca and Sampson was implemented in order to find the effects that certain circumstances had on particular aspects of children’s lives in high poverty areas. They both started by looking at income tax records of parents and approximately 230,000 kids who lived in the Chicago area during the years 1980-90’s which was also conjoined with Harvard’s Opportunity Atlas project (Reuell, 2019).. From here Manduca and Sampson compiled these records with survey data collected by the Project on Human Development in Chicago Neighborhoods which measured the violence, incarceration, blood-lead levels, and picked up which causes were the true indicators during the 1990’s (Reuell, 2019).. Both researchers found that the majority of poor black male children who were exposed to harsh environments ended up having a higher chance of being incarcerated while also having lower income rates during their adulthood, this trend was also found in white male children as well but was not as prevalent (Reuell, 2019).. The last finding which was determined by Manduca and Sampson was that between both white and black girls there is an increased rate of teen pregnancy within the data for those who were exposed to harsh environments as a child and young adult (Reuell, 2019). 

Findings: 

In 2019 a study was conducted in a high-poverty school within North Carolina which found that high-poverty schools provide inadequate/unequal educational opportunities/resources to their students which is the result of past policies (Oakes, 2021). Additionally the study found that high-poverty districts fail to recognize/address conditions outside of schools which negatively affect their students' abilities to learn and develop in which they are supposed to. In conclusion to this study there was a list of recommendation for potential policy steps for the future that could benefit the students lives such as (Oakes, 2021): 

• Expand high-quality early childhood education 

• Attract, prepare, and retain a diverse high-quality workforce

• Provide additional time, resources, and capacity within schools

• Provide resources, opportunities, and support to address out of school barriers

Findings: 

The data provided in this report shows that up to 40 percent of high-poverty schools are not getting the adequate amount of state and local funds which leaves schools with limited budgets affect their abilities to, hire educators, update resources intended for students, prepare students for life after secondary school, and the preparation/handling of unsafe school environments (2019, November 14). Data from the 2015-16 National Teacher and Principal Survey shows that students from low-income families are more likely to be taught by educators of lower-credentials than the typical student (2019, November 14). Research has also found that many teachers in high-poverty schools are inexperienced, leading their teaching methods to be less effective compared to their counterparts at high-income schools (2019, November 14).. This lack of high quality credentials in teachers often acts as another barrier that further separates academic achievement for the students in the low-income districts.