Closing the Achievement Gap: Lessons From Illinois’ Golden Spike High-Poverty High-Performing Schools

2021 ◽  
pp. 97-125
Author(s):  
Glenn W. McGee
Keyword(s):  
Achievement Gap ◽  
High Poverty ◽  
Closing The Achievement Gap ◽  
High Performing Schools ◽  
High Performing

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

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.

scholarly journals An investigation of grade level and gender-based science achievement gaps in schools with different science achievement levels

2019 ◽  
Vol 10 (1) ◽  
pp. 01-16
Author(s):  
Ömer Acar
Keyword(s):  
Achievement Gap ◽  
Science Achievement ◽  
Eighth Grade ◽  
High Performing Schools ◽  
High Performing ◽  
Grade Levels ◽  
High Achieving Schools ◽  
Eighth Grade Students ◽  
High Achieving ◽  
Gender Based

Science achievement gap between fifth, sixth, and eighth grades and boys and girls in low and high performing schools were under investigation in the present study. In accordance with this purpose, three schools were selected to represent high performing schools and two schools were selected to represent low achieving schools for their performance on a nationwide exam. A total of 612 fifth, 816 sixth, and 604 eighth grade students in high achieving schools and 231 fifth, 364 sixth, and 328 eighth grade students in low achieving schools constituted the study sample. Students’ end of semester science grades were used as their science achievement measure. Results showed that students’ science achievement decreased from 5th grade to upper grades both in low and high achieving schools. In addition, they showed girls’ science achievement was higher than boys in several grade levels both in low and high achieving schools. Finally, results showed that science achievement gap between genders is more evident in high achieving schools.

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