scholarly journals The Relationship between Organizational Health and Student Achievement in High Poverty Schools

2018 ◽  
Vol 17 (11) ◽  
pp. 56-76
Author(s):  
Rosalinda Hernandez ◽  
Roberto Zamora
Keyword(s):  
Student Achievement ◽  
Organizational Health ◽  
High Poverty ◽  
High Poverty Schools ◽  
The Relationship

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 Impact of SES on Language Domain in Kindergartners’ Quick Interactive Language Screener (QUILS) Performance

2021 ◽  
pp. 152574012110174
Author(s):  
Brian K. Weiler ◽  
Allyson L. Decker
Keyword(s):  
Socioeconomic Status ◽  
Language Learning ◽  
Learning Processes ◽  
High Poverty ◽  
High Poverty Schools ◽  
Fast Mapping ◽  
The Impact ◽  
The Relationship ◽  
Very High

To explore the relationship between socioeconomic status (SES) and language domain (vocabulary, syntax, process), the QUILS was administered to 212 kindergartners. Children from very-high poverty schools performed significantly below children from high poverty and mid-low poverty schools. SES impacts language-learning processes (i.e., fast mapping) in addition to language products (i.e., vocabulary, syntax).

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
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