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Showing 1 to 20 of 37 for “"High poverty schools"”.
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Sustained Employment of Teachers in High Poverty Schools
… from the lived experiences of teachers in high poverty schools the reasons they remained in these schools. A qualitative method was used to conduct the study, which involved interviews with eight teachers (4 elementary, 2 middle and 2 high), one principal and the Superintendent who …
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Mobility and Student Achievement in High Poverty Schools
<p>Student mobility is an issue for high poverty schools in the shadow of increased rigor and accountability for student performance. Whereas mobility is not a sole cause for poor achievement, it is a contributing factor for students in poverty who are already considered to be at risk of low …
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The resilience capacity of physical education teachers in high-poverty schools
… on the educational system—especially in high-poverty schools, providing resources to build resilience in teachers is critical to their professional success and development. Identifying facilitators and barriers to physical education teacher resiliency are key components for informing the …
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Principal and Teacher Flow of Influence in High-Achieving, High Poverty Schools
… to investigate the flow of influence in three highpoverty, high-achieving elementary schools to see in what ways social influence was exchanged between principals and teachers and how might this exchange increase instructional capacity. The two central research questions were: 1. In what ways …
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Factors that Reduce the Dropout Rate in High Poverty Schools in Georgia
… rate was 9.4%. Dropout statistics show that some schools have lower dropout rates than others, especially those with similar demographics. This study examined six schools with similar demographics with high, average, and low dropout rates. This study sought to find out what are the factors that …
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Exploration of Common Leadership Behaviors Exhibited by Georgia Elementary Principals from High Performing, High Poverty Schools
Principals of elementary schools continue to be required to perform many duties which include administrative and instructional tasks. The increased accountability for all students to achieve, including the lower achieving students, has made principals focus on their leadership behaviors and …
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Are 21st Century After School Programs an Effective Academic Intervention for Elementary School Students Attending High Poverty Schools?
<p>In America, millions of children are living in poverty and/or attending high poverty schools. These students, on average, score lower on assessments of math and reading achievement than their more affluent peers. The federal government budgets money each year towards interventions targeted to …
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An investigation of teachers' emotional intelligence and the relationship between the behaviors of African American males in high poverty schools
… indicated that teachers who taught ELA scored higher and had more gains than teachers who taught math/science. However, there was no statistically significant data to establish a relationship between the teachers’ emotional intelligence appraisal scores and the behavioral outcomes or academic …
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A study of turnaround efforts in high-poverty schools: characteristics of High Reliability Organizations that determine why some efforts succeed and others fail
… to turnaround chronically low-performing schools. The academic achievement outcomes of implementing such strategies have been mixed. Some schools have experienced clear, unambiguous growth. Others have remained stagnant. Others have regressed. Because of these mixed results, the research …
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A Case Study of Faculty Perceptions of the Characteristics of a High-Performing, High-Poverty School
… typically score lower than their mid- to high-income peers on academic standardized tests; consequently, high-poverty schools, which enroll 75 percent or more low-SES students, generally perform below proficiency standards. However, some high-poverty schools demonstrate high-performance …
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A Comparative Study of Teacher Characteristics in High-Poverty and Low-Poverty Elementary Schools in South Carolina
… study was to measure teacher characteristics in high-poverty and low-poverty elementary schools in South Carolina. The similarities and differences of the teacher characteristics were compared in relationship to the poverty levels of the schools. The specific teacher characteristics measured …
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Leadership Characteristics In South Carolina High-Poverty, Award-Winning Schools
… the direct influence that principals of high-poverty schools have on student achievement based on Effective Schools Research. This research attempted to determine the impact of the following characteristics in the selected schools: alignment of instruction and assessment, supervision of …
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Retaining principals in high poverty public schools
The turnover of school principals in high-poverty schools is having a profound impact on student achievement. Principal turnover influences teacher turnover, sustainability of school improvement efforts, and generates increased financial costs to the district. Research cites the demands of the job, …
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Early Career Special Education Teachers in High-and Low-Poverty Districts: A Comparison of their Qualifications, Work Conditions, and Career Commitments
… of early career special education teachers in high- and low-poverty districts and the effects of these variables on teacher commitment. Organized as a set of thee articles, this research presents findings from a nationally representative sample of 935 early career special education teachers. …
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Making the grade : behaviors of elementary principals leading high poverty "A" rated schools
… in complex environments in the 21st century. Schools serving great proportions of students in poverty have challenges including academic, less formal parental support, meeting emotional, physical, and basic needs, all the while building school performance. The purpose of this study was to …
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The Leadership Factor: Identifying Leadership Skills and Characteristics Essential For Student Achievement in High Poverty Elementary Schools in the Commonwealth of Virginia
… until now suggests that a challenge exists for schools as they seek to decrease the achievement gap and attain success for all students, especially those in low-income areas (Brock and Groth 2003). In the Commonwealth of Virginia, Title I Schools are classified as 'highly distinguished,' …
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Improvement Capacity In Mississippi Schools: A Comparison Between High Needs Improving And Struggling Schools
… research regarding effective practices in high-performing, high-poverty schools, Mississippi continues to trail other states in improving student achievement outcomes (Annie E. Casey Foundation, 2016). Educational research provides evidence regarding the importance of school leadership, the …
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Case studies of two high-poverty high-performing schools
… central to their successful development. Whereas schools continue to face government control, accountability, and financial restraints, they are also working diligently to engage in ongoing school improvement practices to provide learning opportunities for all students. Existing literature …
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The Relationship between Hiring Type and Principal Retention: Comparing Georgia Public School Principals
… et al., 2010). There are concerns regarding the high turnover rate and shortage of applicants for school leadership positions currently within the United States (Beteille et al., 2012; Burkhauser et al., 2012; Burkhauser, 2015; Jensen, 2014; Whitaker, 2003). According to research, high poverty …
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Principal Instructional Leadership in Ga High Poverty Elementary Schools
… leadership practices in Georgia Reward Highest Performing and Georgia Reward Highest Progress elementary schools. As such, this causal-comparative study identified the frequency of principal instructional leadership practices and attempted to determine if these practices can be related …
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