A Report on Improving Student Performance in High-Poverty Schools. Report No. 96-86 [electronic resource]
To examine how high-poverty schools in Florida can work to improve student performance, a study was made of the status of high-poverty schools and strategies that appear to be working. Data were from reviews of Florida Department of Education documents; visits to 27 schools; and surveys of principal...
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| Format: | Electronic eBook |
| Language: | English |
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[S.l.] :
Distributed by ERIC Clearinghouse,
1997.
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MARC
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| 110 | 1 | |a Florida. |b Office of Program Policy Analysis and Government Accountability. | |
| 245 | 1 | 2 | |a A Report on Improving Student Performance in High-Poverty Schools. Report No. 96-86 |h [electronic resource] |
| 260 | |a [S.l.] : |b Distributed by ERIC Clearinghouse, |c 1997. | ||
| 300 | |a 33 p. | ||
| 500 | |a ERIC Document Number: ED427136. | ||
| 520 | |a To examine how high-poverty schools in Florida can work to improve student performance, a study was made of the status of high-poverty schools and strategies that appear to be working. Data were from reviews of Florida Department of Education documents; visits to 27 schools; and surveys of principals, teachers, and parents. Schools serving a large percentage of children from low-income families have significantly lower test scores than schools serving a small percentage of these families. The challenges that face high-poverty schools include high student mobility, absenteeism, and disciplinary problems. A critical step toward improving performance is implementing high expectations for all students. Because of limited time, financial resources, and educational skills, low-income parents often have difficulty becoming active partners in their children's education. Limited parental involvement is a major obstacle to improved student performance. School principals who exhibit strong leadership behaviors and consistently focus on improving student performance can make a difference in academic performance. Some Florida school districts consider student performance in their evaluation of principals, but there is no legislative requirement that boards of education do so. Four appendixes contain the minimum performance requirements for critically low-achievement schools, a discussion of the ways some schools are meeting the challenges of high poverty, an account of schools visited, and the response from the Florida Department of Education to the report. (SLD) | ||
| 650 | 1 | 7 | |a Academic Achievement. |2 ericd. |
| 650 | 0 | 7 | |a Administrators. |2 ericd. |
| 650 | 0 | 7 | |a Disadvantaged Youth. |2 ericd. |
| 650 | 0 | 7 | |a Discipline. |2 ericd. |
| 650 | 1 | 7 | |a Educational Improvement. |2 ericd. |
| 650 | 0 | 7 | |a Elementary Secondary Education. |2 ericd. |
| 650 | 1 | 7 | |a Instructional Leadership. |2 ericd. |
| 650 | 0 | 7 | |a Low Income Groups. |2 ericd. |
| 650 | 0 | 7 | |a Parent Participation. |2 ericd. |
| 650 | 0 | 7 | |a Parents. |2 ericd. |
| 650 | 1 | 7 | |a Poverty. |2 ericd. |
| 650 | 0 | 7 | |a Surveys. |2 ericd. |
| 650 | 1 | 7 | |a Teachers. |2 ericd. |
| 650 | 1 | 7 | |a Urban Schools. |2 ericd. |
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