Poverty, Cognitive Processing, and Academic Outcomes among Primary School Children: A PASS Framework Perspective

This study systematically investigates the relationship between cognitive processes, defined by the Planning, Attention, Simultaneous, and Successive (PASS) model, and academic competence in Reading and Mathematics among 150 English Language Learners (ELL) in Grades 4 and 5 from Odisha, India. The sample comprised 80 low socio-economic status slum students and 70 middle socio-economic status students from better-resourced schools. Analysis revealed a significant, deleterious impact of chronic poverty on academic achievement, particularly in reading comprehension and math fluency. Notably, math problem-solving skills demonstrated relative resilience. While slum students scored slightly lower across all PASS measures, the difference remained within half a standard deviation of American CAS norms. This suggests the school environment may serve as a critical protective factor, potentially mitigating the adverse cognitive effects of poverty. The findings align with existing research, emphasizing the protective role of school climate, contextualized within Bronfenbrenner’s ecological framework. The study highlights the necessity for focused research on the intersection of ELL status, poverty, and cognitive development in underrepresented global populations.