[High-Performing, High-Poverty Schools: Characteristics, Expectations, and Personnel (Principals & Teachers) Perceptions of School Success]

By

[Name of the Institute]

ACKNOWLEDGEMENT

I acknowledge that this work presents my own conducted research ideas, and university has nothing to do with the research findings and views.

ABSTRACT

The research focuses on understanding the success factors of the high performing, high poverty schools. The emphasis is given to the characteristics, personnel perception and the curriculum of these schools and how effectively they ensure student learning. An interview research method has been used where the perception of staff and management will be taken. The results will be coded and interpreted to align them with the study hypothesis and requirement. This study will support the educational research by understanding the issues and opportunities of the high performing, high poverty schools.

Table of Contents

ACKNOWLEDGEMENT1

ABSTRACT2

CHAPTER 1: INTRODUCTION6

Background6

Problem Statement7

Nature of the Study9

Purpose of the Research10

Study Variables10

Research Question11

Independent Variables11

Dependant Variable12

Hypothesis12

Theoretical Framework12

Definition of Terms15

Assumptions16

Limitations16

Delimitations17

Scope18

Summary18

Structure19

CHAPTER 2: LITERATURE REVIEW21

Introduction21

The content of the Review21

The organization of the Review21

Review of Literature and Problem Statement21

Review of Related Search22

Social Structure and Education22

Improved Academic Performance in High Poverty Schools24

Education at High Performing, High Poverty Schools27

Characteristics of High Performing, High Priority Schools28

High Expectations Culture28

A disciplined and safe environment29

An Increased Instructional Time29

Parents as Learning Partners30

Professional Development30

Clear Choice of Curriculum31

Assessment of Student Progress with Diverse Opportunities for Improvement31

Personnel Perception of high Poverty32

Student Motivation in High Poverty Schools33

Issues Facing the High Performing, High Poverty Schools35

Strategies Implemented to Create High Performance in High Poverty Schools37

Contribution of School Counselors on Ensuring Student Success39

Involvement of Parents40

Teacher Perceptions of Economically Disadvantaged Students42

Role of Leadership in the Success of High Performing, High Priority Schools46

Summary48

CHAPTER 3: METHODOLOGY50

Research Purpose50

Research Question50

Independent Variables50

Dependant Variable51

Research Design51

Justification of Choosing the Research Design52

Setting and Sample53

Choosing Louisiana over Other States54

Criteria for Selecting Schools54

Data Collection55

Data Collection Procedure55

Designing Instrument to Collect Data56

Ensuring the Validity and Reliability of the Instrument57

Pretesting the Instrument58

Recording Data59

Data Analysis and Interpretations60

Validity and Reliability61

Ethical Considerations61

REFERENCES63

APPENDIX76

Interview Questions for Staff76

Interview Questions for Management78

CHAPTER 1: INTRODUCTION

Background

The perception of school success is one of the significant aspects of the sociological research. Individuals have different opinions about the characteristics of personnel, expectations of the staff and students and the learning criteria at school. There are various perceptions of a successful school for example the student's performance, courses, and the integration of staff well with students. However it is important to understand how important these factors and which factor contributes mist to school success are. Keeping in view the increasing educational need of the U.S population, it is important to understand how well the private and the government schools are performing.

There are various poverty schools in the poor communities that are progressing well and extending the mission of teaching forward. According to Murphy (2010), in these schools, children develop their order thinking skills the same way as in other schools, but the difference is the lack of resources, support and the not so high performance perception of these schools.

According to Odden, Archibald, (2009), the poverty schools place a significant important in the academic institutions of U.S.A as here is a large stratum of population that ...