scholarly journals Exploring Traits of High-Performing, High-Poverty Schools

2018 ◽  
Vol 6 (5) ◽  
pp. 33-40
Author(s):  
Jerilou J. Moore ◽  
Aubrey Womack ◽  
P. Renee Hill-Cunningham
Keyword(s):  
Constant Pressure ◽  
Common Factors ◽  
High Poverty ◽  
High Poverty Schools ◽  
High Stakes ◽  
High Performing Schools ◽  
High Performing ◽  
Low Performing Schools ◽  
The Past ◽  
The Common

Over the past decade, there has been a significant increase in pressure placed on schools across the nation due to high-stakes accountability policies (Klar, 2014). It comes as no surprise that low performing schools feel constant pressure to raise the measured academic performance of all students. Rarely, do low-performing schools who have overcome challenging circumstances in order to increase academic achievement, get spotlighted. Educators need to identify the common factors attributed to increased student achievement. This can be achieved by examining the lessons and examples of high-performing schools so that all schools can succeed regardless of circumstances.

Middle School Concept Helps High-Poverty Schools Become High-Performing Schools

2004 ◽  
Vol 36 (1) ◽  
pp. 4-11 ◽  
Author(s):  
Ali Callicoatte Picucci ◽  
Amanda Brownson ◽  
Rahel Kahlert ◽  
Andrew Sobel
Keyword(s):  
Middle School ◽  
High Poverty ◽  
High Poverty Schools ◽  
High Performing Schools ◽  
High Performing ◽  
Middle School Concept ◽  
School Concept

Does Progressive Finance Alter School Organizations and Raise Achievement? The Case of Los Angeles

2020 ◽  
pp. 089590482090147
Author(s):  
Joon-Ho Lee ◽  
Bruce Fuller
Keyword(s):  
Los Angeles ◽  
English Learners ◽  
High Poverty ◽  
High Poverty Schools ◽  
The Past ◽  
Poor Students ◽  
Past Half Century ◽  
The Social ◽  
State Finance ◽  
Past Half

State finance reforms have raised per-pupil spending and elevated the achievement of disadvantaged students over the past half-century. But we know little about how fresh funding may alter teacher staffing or the social and curricular organization of schools, mediating gains in learning. We find that US$1.1 billion in new yearly funding—arriving to Los Angeles high schools after California enacted a progressive weighted-pupil formula in 2013—led schools to rely more on novice and probationary teachers. Schools that enjoyed greater funding modestly reduced average class size and the count of teaching periods assigned to staff in five subsequent years. Yet, high-poverty schools receiving higher budget augmentations more often assigned novice teachers to English learners (ELs) and hosted declining shares of courses that qualified graduates for college admission. Mean achievement climbed overall, but EL and poor students fell further behind in schools receiving greater funding.

High-Stakes Testing: Worth the Price?

1997 ◽  
Vol 7 (4) ◽  
pp. 345-368 ◽  
Author(s):  
Stephen P. Gordon ◽  
Marianne Reese
Keyword(s):  
School Districts ◽  
Teaching And Learning ◽  
High Stakes Testing ◽  
High Stakes ◽  
High Performing Schools ◽  
High Performing ◽  
Depth Data ◽  
Negative Side Effects ◽  
Learning School ◽  
Texas School Districts

The Texas Assessment of Academic Skills (TAAS) is a classic case of the high-stakes test, accompanied by rewards for high performing schools and sanctions for lower performing schools. In this study, over 100 teachers from Texas school districts completed open-ended surveys on how they prepare students for TAAS and the effects of the test on students, teachers, and schools. Twenty of the survey respondents engaged in interviews to gather in-depth data on their perceptions of TAAS. Results provide preliminary indications that, for many schools, high-stakes testing has become the object rather than the measure of teaching and learning, with negative side effects on curriculum, teacher decision making, instruction, student learning, school climate, and teacher and student self-concept and motivation.

Unintended Consequences of EHR Systems: A Narrative Review

2017 ◽  
Vol 6 (1) ◽  
pp. 218-225 ◽  
Author(s):  
Stephanie Vanderhook ◽  
Joanna Abraham
Keyword(s):  
Medical Errors ◽  
Common Factors ◽  
Unintended Consequences ◽  
Healthcare Industry ◽  
Crucial Step ◽  
The Past ◽  
Healthcare It ◽  
Technical Issues ◽  
The Common ◽  
Negative Impacts

Healthcare is at a different place than it once was, over the past few decades, there has been an accelerated revolution with information technology (IT) and how it is used. Electronic Health Record (EHR) systems are a common healthcare IT deemed as a crucial step in advancing healthcare with both positive and negative impacts. Many unintended consequences stem from technical issues and/or sociotechnical issues – workflows, culture and interactions with the EHR system. The complexity of both the healthcare industry and EHR systems demonstrate the criticality to keep investigating and addressing issues with interaction of the two. This paper reports on the common factors leading to unintended consequences and medical errors, while exploring mitigation factors to address the associated risks.

The Practical Relevance of Accountability Systems for School Improvement: A Descriptive Analysis of California Schools

2007 ◽  
Vol 29 (4) ◽  
pp. 319-352 ◽  
Author(s):  
Heinrich Mintrop ◽  
Tina Trujillo
Keyword(s):  
School Improvement ◽  
Descriptive Analysis ◽  
High Growth ◽  
Practical Relevance ◽  
Accountability Systems ◽  
High Performing Schools ◽  
High Performing ◽  
Low Performing Schools ◽  
Definition Of ◽  
California Schools

In search for the practical relevance of accountability systems for school improvement, the authors ask whether practitioners traveling between the worlds of system-designated high- and low-performing schools would detect tangible differences in educational quality and organizational effectiveness. In comparing nine exceptionally high and low performing California middle schools, the authors conclude that if such travelers expected to encounter visible signs of an overall higher quality of students’ educational experience at the high-performing schools, they would be disappointed. Rather, they would have to settle on a narrower definition of quality that is more proximate to the effective acquisition of standards-aligned and test-relevant knowledge. High-growth schools tended to generate internal commitment for accountability and consider it an impetus for raising standards.

The Importance of Local Aboriginal History in School Curriculum

1989 ◽  
Vol 17 (2) ◽  
pp. 13-22
Author(s):  
John Ramsland
Keyword(s):  
Aboriginal People ◽  
New South ◽  
Common Factors ◽  
School Curriculum ◽  
School Program ◽  
The Past ◽  
South Wales ◽  
Aboriginal Culture ◽  
The Common ◽  
Aboriginal History

I would like to focus on the history and culture of the Aboriginal people in the Manning Valley of New South Wales to show how material that is localised in nature can be used in a school program of studies. Such material helps to reveal the local or regional nature of Aboriginal culture, as well as aspects that are related to the whole of Australia. The common factors of Aboriginal culture have tended to have been over emphasised in the past and little mention has been made of the local or regional scene.

Investing in Development: Six High-Performing, High-Poverty Schools Implement the Massachusetts Teacher Evaluation Policy

2017 ◽  
Vol 39 (3) ◽  
pp. 383-406 ◽  
Author(s):  
Stefanie K. Reinhorn ◽  
Susan Moore Johnson ◽  
Nicole S. Simon
Keyword(s):  
Teacher Evaluation ◽  
Spillover Effects ◽  
High Poverty ◽  
High Poverty Schools ◽  
Evaluation Policy ◽  
High Performing ◽  
Sensemaking Theory ◽  
Knowledge And Beliefs ◽  
Teacher Evaluation Policy ◽  
Summative Ratings

We studied how six high-performing, high-poverty schools in one large Massachusetts city implemented the state’s new teacher evaluation policy. The sample includes traditional, turnaround, restart, and charter schools, each of which had received the state’s highest accountability rating. We sought to learn how these successful schools approached teacher evaluation, including classroom observations, feedback, and summative ratings. We interviewed 142 teachers and administrators and analyzed data using sensemaking theory, which considers how individuals’ knowledge and beliefs, the context in which they work, and the policy stimuli they encounter affect implementation. All schools prioritized the goal of developing their teachers over holding them accountable. The spillover effects of additional policies affected how these schools approached implementation.

Political Risk-Taking: Leading Literacy Education in an Era of High-Stakes Accountability

2005 ◽  
Vol 15 (1) ◽  
pp. 4-34 ◽  
Author(s):  
Rose M. Ylimaki
Keyword(s):  
School Districts ◽  
Risk Taking ◽  
Political Risk ◽  
High Stakes ◽  
High Performing Schools ◽  
High Performing ◽  
Field Notes ◽  
Political Act ◽  
Multicase Study ◽  
Very High

In the current accountability environment, many school districts have mandated test preparation courses, canned programs, and otherwise limited teacher risk-taking in all but very high-performing schools. This article further suggests that extant literature on risk-taking as part of educational change is no longer sufficient for understanding risk-taking in the current political environment. The author uses findings from a multicase study that investigated what happens in school districts that makes educators willing to take risks and resist the pressures of current accountability policies to redefine risk-taking as a political act. Through the use of interview data, field notes, and literature, the study describes four conditions that support political risk-taking in the current accountability context.

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