Poverty and Middle Level Achievement in a Common Core State: What Are We Missing?

Autor/in	Davis, Lauren
Titel	Poverty and Middle Level Achievement in a Common Core State: What Are We Missing?
Quelle	In: Middle Grades Review, 7 (2021) 3, Artikel 6 (14 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2379-4690
Schlagwörter	Poverty; Middle School Students; Common Core State Standards; Academic Achievement; Achievement Gap; Economically Disadvantaged; Reading Tests; Mathematics Tests; Standardized Tests; Socioeconomic Status; Equal Education; Educational Trends; Trend Analysis; Evidence Based Practice; Best Practices; North Carolina + Suchen Sie Ihr Suchwort? Armut; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Common core curriculum; Curriculum; Kerncurriculum; Schulleistung; Lesetest; Standadised tests; Standardisierter Test; Socio-economic status; Sozioökonomischer Status; Bildungsentwicklung; Trendanalyse
Abstract	The purpose of this study was to determine whether a significant difference exists in academic achievement between all students and economically disadvantaged students when compared by socioeconomic levels in the North Carolina middle grades learner (as measured by reading and mathematics standardized tests). It also sought to determine whether significant differences exist between economically disadvantaged students in the various middle level grades (6-8). This article analyzes proficiency data in state-level standardized assessments from a most recent testing year (2017) with North Carolina middle level students. While student socioeconomic status and its impact on student achievement are the focus of this article, this study also analyzes proficiency trends while delving into inequity implications. A review of the literature establishes a long-term pattern of an achievement gap with disadvantaged students. Recognizing the impact of poverty on student achievement as measured by standardized tests, the author questions the explicit practices of the middle level educator to better support economically disadvantaged middle level students. This study illuminates some evidence-based best practices while also exploring the asset-based learning model and growth mindset as strategies to support adolescent learners experiencing high poverty. (As Provided).
Anmerkungen	University of Vermont - Middle Grades Review. Waterman Hall, Burlington, VT 05405. Web site: http://scholarworks.uvm.edu/mgreview
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01