Abstract
Research shows low-socioeconomic status (SES) students typically score lower than their mid- to high-income peers on academic standardized tests; consequently, high-poverty schools, which enroll 75 percent or more low-SES students, generally perform below proficiency standards. However, some high-poverty schools demonstrate high-performance defying the norm. The purpose of this qualitative, single case study was to explore faculty perspectives of the characteristics of a high-performing, high-poverty school. The study focused on one high-performing, high-poverty, metropolitan middle school in the Midwest. The aim of this study was to support practitioner research and inform school leaders of faculty perceptions of the characteristics of high-performance in high-poverty schools. The introduction begins with background on poverty and education. Then, the literature review examines research on the impact of poverty in child development and education as well as student achievement. The methodology outlines data collection of interviews, observations, and documents and analysis through manual, hand-coding. The findings present the themes which emerged from the study: student-centered education, professional relationship and professional growth, MLSS (multi-layered system of supports), cultural responsiveness, and transformational leadership. These themes defined four critical solutions to address practice, systems, culture, and leadership, and include recommendations for hiring and developing school leaders, principals’ personal professional growth, and building capacity for shared leadership.
Key words: qualitative, case study, practitioner research, low-socioeconomic status (SES), high-poverty schools, high-performing schools, student-centered education, cultural responsiveness, multi-layered system of supports, transformational leadership