<p> 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.</p>
| Identifer | oai:union.ndltd.org:PROQUEST/oai:pqdtoai.proquest.com:3734160 |
| Date | 12 November 2015 |
| Creators | Huddleston, Seth Allen |
| Publisher | Lindenwood University |
| Source Sets | ProQuest.com |
| Language | English |
| Detected Language | English |
| Type | thesis |
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