Given its status as one of the highest-poverty, lowest-performing states in the nation, this article examines the ways in which dimensions of neighborhood poverty may impact student achievement in Alabama over and above student characteristics. We employ a unique longitudinal dataset that combines eight years of district-level student achievement with indicators of community poverty, including family composition, community education, local unemployment, food security, and generational poverty, to explore how these neighborhood factors associate with achievement between rural, suburban, and urban districts. Utilizing fixed effect regression models, results suggest that community poverty impacts student achievement but differs across spatial geographies. Results indicate that Alabama communities with low levels of financial poverty, unemployment, and single parent households and those with high levels of college degreed adults have above average student achievement scores. Alabama school districts situated in areas of persistent/generational poverty and food deserts are associated with below average student achievement. Results further imply that poverty is multifaceted and contextual, suggesting the need for schools and communities to address resource inequality through its various expressions rather than as a singular, generalized factor in student outcomes.