Teacher Attitudes, Achievement, Poverty, and Academic Performance
Children of Poverty in Rural Oklahoma
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Poverty is hard to overcome, and must be recognized as one of the most important variables in a low performing school. Poverty does not have to dictate academic achievement. Elements in some high poverty schools, create an environment where poor students can achieve as well or better than affluent students. Schools must make a conscious effort to develop climate elements that contribute to a positive environment. Leadership, ambitious instruction, and a positive student-centered school climate contribute significantly to student performance. Teachers must place emphasis on high expectations fo...
Poverty is hard to overcome, and must be recognized
as one of the most important variables in a low
performing school. Poverty does not have to dictate
academic achievement. Elements in some high poverty
schools, create an environment where poor students
can achieve as well or better than affluent
students. Schools must make a conscious effort to
develop climate elements that contribute to a
positive environment. Leadership, ambitious
instruction, and a positive student-centered school
climate contribute significantly to student
performance. Teachers must place emphasis on high
expectations for students when the goal is academic
excellence. The higher the poverty rate,
particularly when the rate is 80% or more, the lower
the predicited academic achievement. Two variables
that influence student achievement are teacher
quality and leadership quality. It can be concluded
that students in high poverty/low achieving schools
need the best teachers under the leadership of an
effective and experienced leader. Prinicpal tenure
of five yers or more predicts higher academic
achievement.
as one of the most important variables in a low
performing school. Poverty does not have to dictate
academic achievement. Elements in some high poverty
schools, create an environment where poor students
can achieve as well or better than affluent
students. Schools must make a conscious effort to
develop climate elements that contribute to a
positive environment. Leadership, ambitious
instruction, and a positive student-centered school
climate contribute significantly to student
performance. Teachers must place emphasis on high
expectations for students when the goal is academic
excellence. The higher the poverty rate,
particularly when the rate is 80% or more, the lower
the predicited academic achievement. Two variables
that influence student achievement are teacher
quality and leadership quality. It can be concluded
that students in high poverty/low achieving schools
need the best teachers under the leadership of an
effective and experienced leader. Prinicpal tenure
of five yers or more predicts higher academic
achievement.
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