Exploring Traits of High-Performing, High-Poverty Schools

Jerilou J. Moore; Aubrey Womack; P. Renee Hill-Cunningham

doi:10.31686/ijier.vol6.iss5.1030

Authors

Jerilou J. Moore

University of Mississippi, USA
Aubrey Womack

University of Mississippi, USA
P. Renee Hill-Cunningham

University of Mississippi, USA

DOI:

https://doi.org/10.31686/ijier.vol6.iss5.1030

Keywords:

High-Poverty, High Performing, school traits

Abstract

Over the past decade, there has been a significant increase in pressure placed on schools across the nation due to high-stakes accountability policies (Klar, 2014). It comes as no surprise that low performing schools feel constant pressure to raise the measured academic performance of all students. Rarely, do low-performing schools who have overcome challenging circumstances in order to increase academic achievement, get spotlighted. Educators need to identify the common factors attributed to increased student achievement. This can be achieved by examining the lessons and examples of high-performing schools so that all schools can succeed regardless of circumstances.

Author Biographies

Jerilou J. Moore, University of Mississippi, USA

Professor, School of Education
Aubrey Womack, University of Mississippi, USA

Graduate Student, School of Education
P. Renee Hill-Cunningham, University of Mississippi, USA

Assistant Professor

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