The impact of poverty on one rural elementary school’s student achievement was measured based on formative and summative assessment data. Student assessment data were examined to determine if strong relationships can be linked between students living in poverty and academic achievement. Additionally, parental perceptions were addressed as to whether or not parents are engaged in their child’s education, and if so, does this engagement impact student achievement. The topic was chosen for the relevancy of determining students’ instructional needs and how best to move the elementary in a positive direction academically. The socio-economic levels of families in the area studied are unlikely to change for the better; however, the level of student academic achievement can change for the better. Presently, elementary schools with high poverty rates and high academic achievement do exist, as described in specific detail in this paper. The data from this study indicated some students currently living in poverty are capable of achieving on a high academic level. The data from this study also showed all students who performed below proficiency within the research sample were also living in poverty. This quantitative study involved examination of how students living in poverty and students not living in poverty achieved academically. Details are provided on how schools with high numbers of students living in poverty can be academically successful.
|Commitee:||DeVore, Sherry, Reid, Terry|
|School Location:||United States -- Missouri|
|Source:||DAI-A 77/03(E), Dissertation Abstracts International|
|Subjects:||Educational evaluation, School counseling, Elementary education, Demography|
|Keywords:||Missouri, Poverty, Rural, Student achievement|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be