Student Achievement in High Poverty Schools
A Grounded Theory on School Success on Achievement Tests
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An atmosphere of accountability and standardizationexists within public schools in the United States. The politically powerful have created a schoolingenvironment where curriculum, pedagogy and assessmentare exceedingly homogeneous. The logic thatunderpins this movement is framed in rhetoric thatacknowledges that many children have beenhistorically left behind within public education. The intent of this research project was to analyzeachievement tests results from schools located inhigh poverty communities. The first goal was toquantify the number of high poverty schools thatfound success on a...
An atmosphere of accountability and standardization
exists within public schools in the United States.
The politically powerful have created a schooling
environment where curriculum, pedagogy and assessment
are exceedingly homogeneous. The logic that
underpins this movement is framed in rhetoric that
acknowledges that many children have been
historically left behind within public education.
The intent of this research project was to analyze
achievement tests results from schools located in
high poverty communities. The first goal was to
quantify the number of high poverty schools that
found success on achievement tests. The second
purpose was to develop a grounded theory that offered
insights as to how success was attained. A third, and
equally important focus of this research was to
better understand how teachers and principals
interpreted student success on achievement tests.
What did success on achievement tests mean for
students and their opportunity to realize the
American Dream? By utilizing social theory to ground
this research, the intent was to offer insights into
social phenomena related to democracy, social justice
and student learning.
exists within public schools in the United States.
The politically powerful have created a schooling
environment where curriculum, pedagogy and assessment
are exceedingly homogeneous. The logic that
underpins this movement is framed in rhetoric that
acknowledges that many children have been
historically left behind within public education.
The intent of this research project was to analyze
achievement tests results from schools located in
high poverty communities. The first goal was to
quantify the number of high poverty schools that
found success on achievement tests. The second
purpose was to develop a grounded theory that offered
insights as to how success was attained. A third, and
equally important focus of this research was to
better understand how teachers and principals
interpreted student success on achievement tests.
What did success on achievement tests mean for
students and their opportunity to realize the
American Dream? By utilizing social theory to ground
this research, the intent was to offer insights into
social phenomena related to democracy, social justice
and student learning.
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