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This paper draws upon several decades of literacy research in schools in high-poverty environments to explore what matters in young people's education. In dialogue with themes from Kevin Marjoribanks' work, such as student aspirations, family environments and teacher expectations, key insights are summarised. Referring to longitudinal case studies and a current ethnographic project, the interplay between literacy, poverty and schooling, and young people's aspirations and education outcomes is explored. Although the work of educators in high-poverty communities continues to be highly demanding, there are some schools and teachers making a durable positive difference to learner dispositions and literate repertoires. Teacher expectations and discursive practices are crucial in this process. [ABSTRACT FROM AUTHOR]