Author: Barbara LamendolaPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 228
Book Description
Effective School Correlates in High Performing, High Poverty Elementary Schools in a Large Urban District in New York State
Author: Barbara LamendolaPublisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 228
Book Description
Recommendations from High-Performing, High-Poverty Elementary Schools
Author: Katie BarberPublisher: LAP Lambert Academic Publishing
ISBN: 9783659566486
Category :
Languages : en
Pages : 104
Book Description
Current research illustrates that some schools, often referred to as high-performing, high-poverty schools, have led their low-income populations to high levels of achievement (Ambrose, 2008). Hypothesizing that some schools were doing quite well with students from low-income families, the director for the Center for Urban Studies at Harvard University, Ronald Edmonds and other researchers looked at achievement data from schools in major cities around the country where student populations were from high-poverty areas. During the 1980s a list was developed that identified common characteristics that were present in effective schools. These traits became known as the Correlates of Effective Schools. These correlates appeared repeatedly in high-performing schools, despite the schools' socioeconomic levels (Lezotte, 1991). Research regarding high-poverty, high-performing elementary schools specifically located in South Carolina is limited. The purpose of this research was to learn how principals of high-poverty, high-performing elementary schools in South Carolina promote high levels of student achievement.
Determining the Ability of High-performing/high-poverty Schools to Maintain Their Effectiveness with Shifting Educational Policies
Author: Monica Yvette MinorPublisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 342
Book Description
The research explored the ability of high performing/high poverty (HP2) schools to maintain their effectiveness through shifts in educational policy. The research reexamined six HP2 schools featured in the USDE Hope for Urban Education Study conducted by the United States Department of Education in 1998. The six schools were located in the states of Georgia, Illinois, Maryland, Texas and Wisconsin. All of the schools were found in urban areas and received Title 1 funding. A cross comparison case study was conducted to determine whether the six schools were able to sustain their academic success through shifts in educational policy by being able to meet the requirements of the NCLB Educational Act, to maintain the characteristics of a high performing/high poverty school (HP2), and to possess the correlates of an Effective School. Mixed method design was used to collect data from secondary sources. The secondary sources consisted of the Annual State Report Cards, School Improvement Plans, School websites and other archival data. The data were collected and analyzed to identify trends set by each school in relation to the HP2 characteristics and correlates of effective schools. The results revealed that the six schools were able to maintain their academic success and to meet the requirements of NCLB. All of the schools possessed the correlates of Effective Schools. However, the six schools were unable to maintain their HP2 characteristics established in the original study in 1998. -- Abstract.
Dissertation Abstracts International
Author: Publisher:
ISBN:
Category : Dissertations, Academic
Languages : en
Pages : 618
Book Description
Characteristics of High-performing, High-poverty Elementary Schools in East Tennessee
Author: Publisher:
ISBN:
Category : Academic achievement
Languages : en
Pages : 233
Book Description
High academic achievement by students in high-poverty schools is unusual throughout the United States. East Tennessee is no exception. However, there are some schools with high percentages of low socioeconomic student populations, which do excel in helping students reach high academic performance. This study looks at four high-performing, high-poverty elementary schools in East Tennessee to determine how they have overcome the tendency to accept low student achievement as inevitable. By studying the high-achieving, high-poverty schools that exist in East Tennessee to find not only the characteristics that are associated with these effective schools, but also, more importantly, the practices used by educators in these schools, we can begin to provide some answers that will help all schools improve the academic performance of economically disadvantaged students. This mixed-method, multi-site case study involved four elementary schools in East Tennessee that were selected because of high test scores and value-added scores on the Annual Report Card issued by the state of Tennessee. Using quantitative data (The More Effective Schools Staff Survey) and qualitative data (interviews with the principal and at least two teachers at each school along with observations), this study sought to answer the following two research questions: (1) Which of the characteristics of Effective Schools do high-performing, high- poverty schools in East Tennessee have in common? (a) How do these characteristics correspond to those identified in the Effective Schools Research? (b) How do the characteristics differ from those identified in the Effective Schools Research? (2) What underlying conditions (i.e., values, beliefs, and culture of the school) or distinctive practices must be present for the Effective Schools practices to exist? A clear school mission, high expectations for success, instructional leadership, frequent monitoring of student progress, opportunities to learn and student time on task, a safe and orderly environment, and a positive home-school relationship -- the seven correlates of the Effective Schools Research -- were all found to be present in the four schools studied. The underlying conditions or distinct practices included strong commitment of teachers and staff members at each school; teachers were held accountable for teaching and students for learning; a positive, caring atmosphere existed where staff relationships were strong and a deep understanding of the local community was evident; and staff development and training were provided to support and consistently improve a wide variety of programs.
Resources in Education
Author: American Doctoral Dissertations
Author: Publisher:
ISBN:
Category : Dissertation abstracts
Languages : en
Pages : 776
Book Description
Turning High-Poverty Schools into High-Performing Schools
Author: William H. ParrettPublisher: ASCD
ISBN: 1416629025
Category : Education
Languages : en
Pages : 225
Book Description
Schools across the United States and Canada are disrupting the adverse effects of poverty and supporting students in ways that enable them to succeed in school and in life. In this second edition, Parrett and Budge show you how your school can achieve similar results. Expanding on their original framework's still-critical concepts of actions and school culture, they incorporate new insights for addressing equity, trauma, and social-emotional learning. These fresh perspectives combine with lessons learned from 12 additional high-poverty, high-performing schools to form the updated and enhanced Framework for Collective Action. Emphasizing students' social, emotional, and academic learning as the hub for all action in high-performing, high-poverty schools, the authors describe how educators can work within the expanded Framework to address the needs of all students, but particularly those who live in poverty. Equipped with the Framework and a plethora of tools to build collective efficacy (self-assessments, high-leverage questions, action advice, and more), school and district leaders—as well as teachers, teacher leaders, instructional coaches, and other staff—can close persistent opportunity gaps and reverse longstanding patterns of low achievement.
Do Small Schools Improve Performance in Large, Urban Districts?
Author: Amy Ellen SchwartzPublisher:
ISBN:
Category :
Languages : en
Pages : 55
Book Description
We evaluate the effectiveness of small high school reform in the country's largest school district, New York City. Using a rich administrative dataset for multiple cohorts of students and distance between student residence and school to instrument for endogenous school selection, we find substantial heterogeneity in school effects: newly created small schools have positive effects on graduation and some other education outcomes while older small schools do not. Importantly, we show that ignoring this source of treatment effect heterogeneity by assuming a common small school effect yields a misleading zero effect of small school attendance. The following are appended: (1) Regents Examinations; (2) Definition of variables; (3) First stage, likelihood of attending a small high school; (4) Relationship between minimum distance to small schools and average student characteristics, by residence zip code; and (5) Full OLS and IV regression results.
Do Small Schools Improve Performance in Large, Urban Districts? Causal Evidence from New York City
Author: Amy Ellen SchwartzPublisher:
ISBN:
Category :
Languages : en
Pages : 0
Book Description
We evaluate the effectiveness of small high school reform in the country's largest school district, New York City. Using a rich administrative data-set for multiple cohorts of students and distance between student residence and school to instrument for endogenous school selection, we find substantial heterogeneity in school effects: newly created small schools have positive effects on graduation and some other education outcomes while older small schools do not. Importantly, we show that ignoring this source of treatment effect heterogeneity by assuming a common small school effect yields a misleading zero effect of small school attendance.