Understanding the Relationships between Poverty, School Factors and Student Achievement

Autor/inn/en	Jackson, Cara; Addison, Kecia L.
Institution	Montgomery County Public Schools (MCPS), Office of Shared Accountability
Titel	Understanding the Relationships between Poverty, School Factors and Student Achievement
Quelle	(2018), (46 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Poverty; Elementary School Students; Kindergarten; Public Schools; Academic Achievement; Correlation; Low Income Students; Achievement Gap; Elementary Schools; Attendance; Educational Environment; Beginning Teachers; Achievement Gains; Enrichment Activities; Acceleration (Education); Institutional Characteristics; Student Characteristics; Achievement Tests; Maryland; Measures of Academic Progress + Suchen Sie Ihr Suchwort? Armut; Public school; Öffentliche Schule; Schulleistung; Korrelation; Elementary school; Grundschule; Volksschule; Anwesenheit; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Junior teacher; Junglehrer; Achievement gain; Leistungssteigerung; Bereicherungsprogramm; Acceleration; Beschleunigung; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen
Abstract	The Office of Shared Accountability (OSA) in Montgomery County Public Schools (MCPS) conducted a study to examine the impact of student poverty on student achievement. This is the first study in MCPS to examine student poverty longitudinally. Using longitudinal data, students enrolled in Free and Reduced-priced Meals System (FARMS) services every year between kindergarten and Grade 5 were defined as persistently impacted by poverty, while students who received FARMS services in some years but not every year between kindergarten and Grade 5 were considered transitorily impacted by poverty. The purpose of this quantitative descriptive study was to explore the relationship between poverty, school factors, and student achievement. Drawing on previous literature regarding student and school factors that influence student achievement gains, this work explores whether these factors explain variation in student achievement gains across schools in MCPS. Information included in this report can inform school and district leaders of areas that need increased attention to improve student performance and lead to equity of access for all. The following research questions were examined for the 2016-2017 cohort of Grade 5 students: (1) What is the nature of poverty-based achievement gaps among MCPS Grade 5 students? (How do gaps compare between students transitorily and persistently impacted by poverty? How do students persistently impacted by poverty compare to their peers who were less impacted by poverty?); (2) How do elementary schools serving high concentrations of students persistently impacted by poverty compare to MCPS schools with lower concentrations of students persistently impacted by poverty among key school factors, including student attendance, school climate, and the proportion of novice teachers?; and (3) Do school factors of poverty, attendance, school climate, and proportion of novice teachers explain differences between schools in student achievement gains? (ERIC).
Anmerkungen	Montgomery County Public Schools. 850 Hungerford Drive, Rockville, MD 20850. Tel: 301-309-6277; Web site: https://www.montgomeryschoolsmd.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01