High Poverty And Low Poverty Schools

More likely to serve low income students is urban public schools which who are reportedly failing to educate the students they serve. In urban public schools, Numerous understudies and their families are living with serious financial disservice. Students are not proven to be the problem. The education that urban students in government funded schools get is evidently insufficient. To be a school that promotes a good academic status of students, you can’t lack basic social utilities. Poverty in urban schools can be fixed. A feature that characterizes effective schools involves coordination instruction among teachers which contributed to the weak academic performance of low income students. You must ask yourself what would be the best solution to help these students succeed? Because urban school are being run badly, they are failing. Improvement within management lies a solution. According to Chicago Tribune in the news article” Economic Inequality: The real cause of the urban school problem” findings show that the root of the problems facing urban schools can be found in gradual but extremely powerful changes in the nation's economy It takes a comfortable environment, suitable effective committed teachers, more use of instructional practices consistently and available necessities and needs. The most important statistic provided is the Growing economic inequality contributes in a multitude of ways to a widening gulf between the educational outcomes of rich and poor

The ever-changing landscape of education and school accountability has given rise to a renewed focus on shared leadership. In the past, the principal was viewed as the primary decision maker within a school. However, Glickman (1989) points out that it is impossible for school principals to effectively complete all the necessary instructional and managerial tasks within schools. He contends that some teachers have more leadership abilities than the actual administrators and that “in successful schools, principals aren’t threatened by the wisdom of others, instead, they cherish it by distributing leadership” (Glickman, 1989, p. 8).

Additionally, the mean was determined for both elementary and secondary survey responses. An Analysis of Variance (ANOVA) was used to compare differences among means (Spatz, 2008). The variance between and within samples was measured by the ANOVA. Independent t-tests were conducted to determine in which groups the differences occurred if a statistically significant difference existed. Research compared principal and teacher perceptions of leadership styles among elementary and secondary school settings.

According to former Indiana state superintendent of schools Dr. Suellen Reed, “We know from our research that there’s no turnaround school without a turnaround principal” (as cited in Gammil, 2007, para. 2), further supporting the fact that “school leaders have an essential role in cultivating a positive school culture in public schools” (Peterson and Deal, 2002, p.30). However, it is imperative to improve our understanding as to how principal leadership impacts the school culture in high poverty schools to ensure that all children receive a quality education, regardless of zip code, in an environment conducive to learning. The six measured factors are as follows:

There are many people throughout the world that are born into different socio-economic status. In the United States there are 3 typical socio-economic statuses, upper class, middle class, and working class. The majority of people are born into the working class and try to make their way up. The main way people believe to go up a class in America is through education, but how does socio-economic class play a role in the amount of education one will receive in their future?

The world we live in tends to put filters on what we see, it has always been that way. We will never know the whole story to our society and what is really going on. That is why we have to think for ourselves and not give in with what one person says or thinks. Therefore we need to stand for what we want, our beliefs, and our rights. In Kandice Sumner’s Ted Talk “How America’s Public Schools Keep Kids In Poverty” (November 2016) she argues that kids of color don’t get the same education or resources needed like the white kids do; that it’s not an equal system. Therefore her students don’t learn well. I agree with her completely because in order to have a good education money is needed for the students resources; money and education

In today’s day and age most people expect the educational system to be equal among all students; people expect these students to grow up and get a good job with the education they have been taught throughout the years. But how can this be achieved when the system is not even close to being equal or fair? In this world, there are schools in poverty and then there are more privileged schools. At the higher class schools, the students are given an amazing education with more supplies and funding, whereas at the schools in poverty it is the complete opposite. In Kandice Sumners TedTalk (2016), How America's public schools keep kids in poverty, she rants about this exact topic. She has seen both worlds of the school controversy. She’s been to a high-class school and learned so much from them as a student, but now she teaches at a school in poverty and only wishes that she could have the same exact supplies and funding for her students. There is obviously a

Poverty has been a prevalent problem in the United States for decades, around seven in fact. Since the Great Depression in the fifties, the government has sworn to fight poverty in America so that every citizen may live the American Dream. In 1964, President Lyndon Johnson declared war on poverty, and while this was just a figure of speech, his plan was to make the people of America, and its politicians realize that fighting poverty was a moral battle. He compelled them to take up the fight, because poverty is by far one of the greatest evils in our modern world.

Palmer Lake Elementary School refers to a public elementary school located in Brooklyn Park. The school has 678 students with majority being Whites and non-Hispanics. The teachers; population is between 40 and 50 teachers: 6 speech teacher, two reading teacher, 3 gym physical, two music teachers, 28 for regular classes, one media. Accordingly, the ratio of students to teachers is approximately 15:1. Each class has varying number of students ranging from 19 to 28 students. Approximately 54 percent of the students are male and 46 percent are female. The percentage of students eligible for subsidized lunch is 65. This essay examines the leadership skills and styles of Dr. Tim Brown after an interview in his office. Dr. Tim is the principal of Palmer Lake Elementary School and plays the following roles. First, he shapes the vision of academic success and instructional competence for all students and teachers respectively. Second, he plays the role of creating a climate and environment that is hospitable for learning. Third, he cultivates leadership in other teachers. Fourth, he is answerable to external stakeholders such as parents and state education authorities concerning the school’s performances and use of resources. Effective educational leadership is a continuous process that involves self-examination, learning from others, collaboration and sustainable use of resources to accomplish the goals and

This study seeks to examine a principal leadership style and its effects on teacher job

The problem in many low-income schools today is discipline. It is not always that students are the cause the problem, but the surrounding environment. When the environment outside the school is violent, disadvantaged, and/or impoverished the coping mechanisms of the residents are not always good. Every so often these coping mechanisms make their way into the schools system. Many times teachers are not trained on how to deal with these issues. They also do not feel supported by their school administration. Low-income schools teacher turnover rate tends to be high and increases through the years. In many of these low income schools parental involvement is low and safety concerns are often high. Teachers are frequently left to look for resources

Within my community there are many low income schools where the kids don’t get the attention they need. My mom works at Laurel Elementary School where many kids have bad home situations or can barely speak English. Many of them are struggling in school because they have so many other things going on in their life. My mom has spent time one on one with some of her students tutoring them after school or over the summer and it really helps them. By spending more time with the students one on one outside of school they will improve their grades and have more of a willingness to learn.

There needs to be at least 50 participants chosen for this study. A sample of convenience was used which limited the scope of the study to high poverty and low poverty schools in the South Carolina Lowcountry. These participants were all South Carolina certified teachers in multiple secondary disciplines. Teachers who had only been employed for one year were not included in the study because it is possible they did not have enough personal experience with their current principal to accurately determine their leadership behaviors. This was done to protect the integrity of the study and to gain an accurate depiction of the principal’s leadership behaviors over time. This exclusion also ensures that answers to the school climate survey are referencing the perception of the school climate from a perspective of a person that has experienced it for a significant period of time.

High-poverty schools often limit students’ ability to learn because they are typically less academically rigorous. Low-poverty schools offer three times as many Advanced Placement classes as their high-poverty counterparts. This discrimination of academic curriculum against those in poverty during high school greatly limits the opportunity for these students to attend college because they are not as academically competitive compared to their peers with this lack of AP classes. Another crucial difference among these schools is disciplinary problems. Researchers have found that high-poverty classrooms have four times the concentration of academic, attention, and behavioral problems as compared to low-poverty classrooms. This environment of disruptions often decreases student learning and teacher morale, which inhibits quality teachers from wanting to work in these types of schools. Extracurricular activities are found to provide crucial non-cognitive or “soft” skills that cannot be gained in the typical classroom setting such as teamwork, leadership, self-confidence, and positive-attitude. Unfortunately, “poor kids are three times as likely as their nonpoor classmates to participate in neither sports nor clubs,” which greatly impairs their ability to gain these non-cognitive skills

While growing up in the inner city, I attended an economically disadvantage school. For starters, our school had 89% of its student’s on free lunch and had only a 43% graduation rate. Teachers at the local high school stayed an average of two years before moving on to better schools and when it came to academics and testing, the school scores has not met the state testing standards in twenty years. Minority and low-income students are more likely to be taught by teachers with three or fewer years of experience and to be in schools with higher teacher turnover (Barton, 2004). However, schools across town were meeting the standards and achieving exemplary status. My parents wanted me to go to a better school, but all the other schools that were considered good, were on the other side of town or cost money for anyone to attend. Within these twenty years, there has been a significant gap in the academic process compared to the other high schools in the district. For years, people thought that the other schools were given a different curriculum and more supplies than the disadvantage schools in our area. For me, I always wondered why the other schools excelled and ours have not. The work I received in class wasn’t very hard, but many of my classmates were not passing. I noticed a difference between most of my classmates and a few others including myself. Most of the classmates never had their parents involved in their school activities nor their school counselors, but a selected