In Vermont, Federal Reading First Grant Money To Help Schools With High Poverty And Low Student Achievement

2003 ◽  
Keyword(s):  
Student Achievement ◽  
Reading First ◽  
High Poverty ◽  
Grant Money

scholarly journals Culture factor differences between Missouri's high poverty gold star and high poverty non-gold star schools as determined by the Missouri advanced questionaire

2015 ◽  
Author(s):  
◽  
Brian D. Shindorf
Keyword(s):  
Student Achievement ◽  
Questionnaire Survey ◽  
Faculty Members ◽  
Response Analysis ◽  
High Poverty ◽  
High Poverty Schools ◽  
Test Analysis ◽  
Gold Star Schools ◽  
Survey Responses ◽  
Gold Star

This study sought to identify if differences existed in the responses collected from Missouri's Advanced Questionnaire survey between high achieving and low-achieving schools across Missouri. Both groups of schools were identified as schools with greater than 50% of students on free or reduced lunch. In total, survey responses were collected from 1,645 faculty members between 2007-2012. A t-test analysis was conducted to determine if there were significant differences in the responses collected from the 2 groups of schools. Conclusions indicate the instrument was reliable and valid. The study revealed location characteristics with high poverty Gold Star Schools. Further, Survey response analysis yielded 3 of 4 components of culture that correlate with student achievement levels in high poverty schools across Missouri.

scholarly journals The narrowing gap in New York City teacher qualifications and its implications for student achievement in high-poverty schools

2008 ◽  
Vol 27 (4) ◽  
pp. 793-818 ◽  
Author(s):  
Donald Boyd ◽  
Hamilton Lankford ◽  
Susanna Loeb ◽  
Jonah Rockoff ◽  
James Wyckoff
Keyword(s):  
New York ◽  
New York City ◽  
Student Achievement ◽  
York City ◽  
Teacher Qualifications ◽  
High Poverty ◽  
High Poverty Schools

Evaluation of Teacher Practices and Student Achievement in High-Poverty Schools

2020 ◽  
Vol 38 (7) ◽  
pp. 816-830
Author(s):  
Linda A. Reddy ◽  
Adam Lekwa ◽  
Christopher Dudek ◽  
Ryan Kettler ◽  
Anh Hua
Keyword(s):  
Student Achievement ◽  
Behavior Management ◽  
Linear Models ◽  
Teacher Practices ◽  
Management Strategies ◽  
Assessment System ◽  
High Poverty ◽  
Classroom Strategies ◽  
Rasch Unit ◽  
Proficiency Scores

This investigation examined whether teacher practices, as measured by the Classroom Strategies Assessment System (CSAS), were associated with students’ proficiency and gain scores, as measured by the Measure of Academic Progress (MAP), in 13 high-poverty charter schools in New Jersey. Results from two-level hierarchical linear models, fitted to a sample of 2,188 Kindergarteners through eighth-grade students in 110 classrooms, revealed that instructional and behavior management strategies on the CSAS were associated with (a) MAP gains in mathematics but not in reading and (b) MAP Rasch Unit (RIT) (proficiency) scores in mathematics and reading. The relationship between CSAS scores and student achievement did not differ across grade levels. In general, students in classrooms with higher quality use of classroom strategies exhibited higher gains in mathematics and proficiency scores in mathematics and reading. Implications for research and educational practices are discussed.

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