A Report on Improving Student Performance in High-Poverty Schools. Report No. 96-86.

Institution	Florida State Legislature, Tallahassee. Office of Program Policy Analysis and Government Accountability.
Titel	A Report on Improving Student Performance in High-Poverty Schools. Report No. 96-86.
Quelle	(1997), (33 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Administrators; Disadvantaged Youth; Discipline; Educational Improvement; Elementary Secondary Education; Instructional Leadership; Low Income Groups; Parent Participation; Parents; Poverty; Surveys; Teachers; Urban Schools; Florida + Suchen Sie Ihr Suchwort? Schulleistung; Benachteiligter Jugendlicher; Disziplin; Teaching improvement; Unterrichtsentwicklung; Instruction; Leadership; Bildung; Erziehung; Führung; Elternmitwirkung; Eltern; Armut; Survey; Umfrage; Befragung; Lehrer; Lehrerin; Lehrende; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule
Abstract	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)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC