Final Answer:
The high percentage of Grade Three students living below the poverty line at School B (54%) suggests that the average mathematics comprehension score of School B's Grade Three students is likely to be lower than that of School A's Grade Three students.
Step-by-step explanation:
The poverty rate can significantly impact educational outcomes. In this case, the 54% poverty rate at School B indicates a substantial portion of students facing economic challenges. Research consistently shows that students from low-income backgrounds often encounter obstacles that can affect their academic performance, including access to educational resources, support at home, and overall well-being. Consequently, it is reasonable to infer that the average mathematics comprehension score of School B's Grade Three students may be lower than that of School A's, where the poverty rate is not specified.
To elaborate further, socio-economic factors can influence the learning environment and resources available to students. Children from economically disadvantaged backgrounds may have limited access to tutoring, educational materials, or extracurricular activities that could enhance their academic performance. The correlation between poverty and academic achievement is well-established in educational research. Therefore, the observed difference in poverty rates between School A and School B provides a basis for predicting that School A's Grade Three students, facing a lower poverty rate, might generally have a higher average mathematics comprehension score.
In conclusion, the higher percentage of Grade Three students living below the poverty line at School B strongly suggests that the average mathematics comprehension score of School B's Grade Three students is likely to be lower compared to School A's Grade Three students. This inference is grounded in the well-documented relationship between socio-economic factors and academic performance, highlighting the importance of addressing economic disparities in educational settings.