Analysis of research questions
In this first section, there are five distinct subsections discussed. First, the most significant conclusion is made from the analysis of each research question, as seen in the presentation. Limitations and effects on the interpretation of results are further presented in the study. The results are then discussed and evaluated in relation to the study’s stated problem, which had earlier been identified. However, the consequences of the results are also discussed in the section. The study’s practical use and the entire result are presented concerning how they contribute to academic research. Conclusions are further given in the ultimate end as a summary of the entire analysis and evaluation of the research question.
As presented earlier, the research question was; factors that can enable urban elementary schools with high poverty rates, high rates of students of color to have increased academic achievement. The question trees to put forward the idea that elementary schools have majorly characterized by a high number of students with color, high poverty, and high academic achievement. Consequently, the paper tries to put forward the rationale behind the phenomenon in present-day elementary schools. However, the identified factors have been collected from research, interviews, and reviews on existing data from other sources. Among the existing data revolves around of Principal leadership, Shared leadership, Cultural knowledge, Accountability and exactions, Teacher Quality as well as School culture. These factors have been combined and evaluated more than four hundred times during the multiple interviews with the participants.
The research findings’ primary implications are that such elementary schools offer districts with low income with focal training for improving the areas examined in the study. Other institutions that might also benefit from the findings are schools that have also been revealed in the study. For instance, training can be developed for improvement in the School’s culture by teaching leaders how to develop excellent cultures in the School. The primary reason for creating culture is that culture is one aspect that has been overlooked as far as training and development are concerned. As seen in the research, culture is a vital aspect. Therefore, the findings in the research are significant if the districts can help the entire leadership develop a culture that helps the learners soar more significant achievements. Similarly, the findings such as higher expectations and accountability help leaders and the whole staff create a culture that enables them to achieve higher results. (Chenoweth & Theokas, 2013; Edmonds, 1979; Gallager, 2012; Giles, Johnson,
& Brooks, 2005; Kannapel & Clements, 2005; Parker et al., 2011; Parrett & Budge, 2012; Reeves, 1995). In other words, when the students are expected to make high schools, they are likely to achieve better.
The initial sub research question of the entire study was who is involved in the whole process that can help the students to be successful in the ultimate end. During the actual research, fifteen individuals who were teachers, bus drivers, janitors, and volunteers were asked on a similar question about whose responsibility it is for the students to increase their academic achievement. Nine of them argued that the principal is the main person responsible for the performance of the students of a particular school. Others stated that the responsibility should be shared between the principal and other team leaders, including the assistant principal. However, the primary response that cut across the fifteen answers is that the principal should at least be involved in ensuring the learners’ performance. The implications in the findings consider the fact that schools and districts should emphasize leadership and development of principal positions as a method of increasing the skills and characteristics examined in the research. However, the primary elements identified are its relation and significant impact on both student and school achievement. A further implication of the findings is that the principal leadership and other relevant leadership are relevant to achieving the student’s success. Similarly, the research tells that the leadership of a principal is not only valuable but also irreplaceable.
How the School achieved the level of success and evaluating progress was the second sub research topic examined during the study. In this action, it was found out that a student-centered environment and adequate support are factors that enable the students’ progressive success. Similarly, policies, programs as well as environmental safety concerns are other factors which enabled continuous success. In this case, the simplification of the findings is that the practices should create majorly student-focused environments as opposed to instruction and teacher-focused methodology. At Achievement Elementary School, I found out that students play a significant part in their entire learning and education. However, I found out that that was a unique feature as compared to other schools. Therefore, the practitioners in other schools should emulate the School. In other words, other schools consisting of many students of low income should consider having more roles in student education and learning. Consequently, the students will be inclined to take their learning more seriously than before.
The third sub research question in the study was; the principal’s primary role in ensuring cultural knowledge in a school characterized by high levels of poverty, student color, and high rates of students’ increase in achievement. As observed in more mentions in the interviews, it is clear that the principal has a significant role in the schools’ success and the school culture. The high-mentioned principal explains this as the key personality in ensuring cultural knowledge within the School. This finding implies that the principal is often intentional in establishing and facilitating cultural knowledge, hence impacting the School in more significant ways. The findings in the research study reveal the principal’s ability regarding culture and the overall capacity to improve the environment using the culture. However, the principal’s capacity can be improved by training and development to impact the students’ achievement level.
Specific practices and conclusions are taken in the School was the final sub research question during the study. It was found out that the techniques and initiatives were directly related to the School’s performance in the ultimate end. Multiple programmers were identified and evaluated alongside the school practices. The basic programmers were described as Positive Behavior Interventions Support, PBIS. In the School, Achievement Elementary School, there is a strong belief that acknowledging students’ achievement is a motivational strategy that aids the students’ ultimate success. Another program is the Opportunity Culture Initiative, which contributes to the success of the students. In this case, two excellent teachers are hired to extend the reach of exceptional teachers. Lastly, Achievement Elementary School offers Extra. This finding implies that such schools can model and finally implement such programs as long as they can fit in their contexts and classes, which enables the students to learn outside the routine of the School. However, what they might have in common will be an added advantage to that particular School. To sum up, it can be deduced that the implication offers a trajectory of the student lives in School.
Throughout the nation and the world at large, educators are held accountable to student’s tests and scores. Therefore, teachers often engage in several strategies in all the levels to try to teach their students to attain the desired standards. However, other factors are beyond the teacher’s control as far as academic performance is concerned. Such factors may have a significant impact on the child’s ultimate impact that might not be identified. As suggested by David Hu, berg(1922), “About a quarter of the children in the nation grow up in families with standards below the poverty lines, creating a vital and festering wound of lacerated childhood thus replacing the nation on a path that will increase a proportion of warped, empty as well as destructive lives (p. 31).
Therefore, a child’s environmental and economic status could be a vital aspect in determining their academic performance. (Awuah, 2007). The inquiries undertaken by numerous researchers suggest the effect of lower socioeconomic status on academic performance (Asian Developing Bank, 2014). In consideration of this phenomenon, it is evident that the research question was, “How does the surrounding socio economic status affect the academic performance of the same child as well as on the state Standardizing testing?” This inquiry’s significance cannot be overstated since it has been researched going back to the early 1950s. With this, it is possible to track and project student performance with a degree of accuracy (Bachmann & Zaheer, 2006). Similarly, schools have been using early previous academic success to place children’s tasks in their education for decades. The effects of poverty on academic progress and performance have, for so long, been identified as severe since the earliest stages of development (Barth, 2012). Research and comprehension of these facts prompted local, State, and Federal governments to invest in academic programs and pass legislation that sought to combat poverty’s effects on youth (Bas, 2012). With this, opportunities are being reduced for disadvantaged children (Basss, 1990). Testing a child’s possible future, on the other hand, is necessary, as seen in the article; Child’s Future Earnings Can Be Determined at Age Nine Based on Test Scores. The author suggests that; “Futures earnings of children can already be projected by the time they are nine simply by looking at English and Math scores” (Chamberlain 2009). However, having higher test scores enables students to access the best institutions of higher learning. During their education period, students can get the best jobs and better living standards. Consequently, American youth must get sufficient education and prepare for standardized testing, whether it is stated achievement or college entrance (Blaise, 1998).
Student evaluation strategies change with time. Many schools within the nation are abandoning the traditional methods of student evaluation. However, modern student evaluation strategies are unorthodox methods of rewarding grades (Bodnarzuk, 2008). The technique is sometimes associated with dishonesty since some teachers are reluctant to give out low grades to their students, probably due to some reasons. Among the reasons is the need to favor the students and keep the reputation of the instructor. Consequently, the students’ grades within the country, in High Schools and Colleges have gone high dramatically. Pat of the reason for such a phenomenon is also to commentate the unrealistic growth of student grades, and even employers have to rely on more standardized testing to fill out their classrooms as well as their industries. (Bolman & Deal, 2003)
There are multiple reasons behind the need for examining why the schools are changing the strategy used in evaluating the students and assigning grades to the students. In the inner-city schools, traditional methods are being abandoned with high proportions of minorities and low-income students (Brinton, 2007). The students, however, do not benefit from the new methodology, while the student transcripts may show strong GPA’s which seem to reflect effective instructor teaching (Brown, 2004). This is more indicative of the educational culture employed, which is more contagious in the present Society. The “New Culture” of American Education indicates that there is a deeper misalignment between various groups aspiring for control over our youth’s education (Burke, 2007)
POVERTY CULTURE
The impact of poverty on academic culture throughout the nation has continuous growth as the differences between the poor and the rich become more pronounced. Students, on the other hand, as they continue to advance to upper grades, the expectation among parents and teachers help to palpitate the vicious cycle amongst the students. Students with low socioeconomic status are often observed to bear the worst part of the impact of poor status, and they eventually drop out of School (Lam, 2003). This research examines majorly in elementary schools to prevent such issues in schools since low-income students find themselves in such situations of repeating low performance (Lewis, 1966). Two competing theoretical concepts regarding poverty, education as well as upward social mobility in American Society. Culture of Poverty is the first theory that suggests that the poor are susceptible to hopelessness and despair (Lam, 2003).
Charles Darwin, the English Nobel Prize-winning author, biologist, philanthropist, and explorer, made his famous expedition to the Galapagos Islands in the 19th century (Butucha, 2013). His famous wok created the “Origin of Species,” which describes how a species can adapt to the environment. The scientific premise is known as Natural selection. However, Darwin is best remembered for the theory of evaluation, which was later used to explain all life’s origin and the chronological order of stages of evolution. However, the approach battles between science and religion in our country. To illustrate the success of some of the growing industrial societies, present-day scientists and economists borrow data from Darwin’s theoretical concept.
SOCIAL DARWINISM
This is a sociological theory that uses pseudo-scientific research and takes advantage of the belief that most Americans had controlled their lives and success, be they poor or rich. Similarly, the theory is tapped to America’s protestant population virtues that God rewards those who work hard. This has ultimately been part of most Americans’ thinking and has been a significant factor behind working. The theory also tries to explain that people succeed more when they work harder and smarter. However, they must be equipped and skilled to suit the modern industrial world. Conversely, the theory fails to acknowledge the multiple social disadvantages that the poor and the social minorities faced in America’s 19th century. The theory was further used as a foundation of the vast accumulation of wealth in “Robber Barons” men. Among the men are Andrew Carnegie, Rockefeller, and Morgan J.p. The three individuals lobbied the US government for many decades fighting to control their monopolies in the distinct industries. Today, the idea of Social Darwinism is considered as bad science and insensitive both socially and racially. This is because it created a palatable inequality inside the US and other industrialized nations across the world (“The Development of the Industrial United States (1870-1900)”, 2016). The key industrialists and some of the 19th century US population saw the poor’s affliction and the unprivileged as a plight of their won living. Along with other sociological theories, Social Darwinism theory was used to justify the few’s success and the failures of the many. This feature did not differentiate between Americans and Americans of color (Best Practice Beliefs,2004).
However, many existing theories try to separate failures and problems resulting from poor ethnicity. Looking from the 21st century, it is evident that the ideologies created at this time are nothing more than somewhat covert racism. Therefore, it is difficult to consider our ancestors’ attitudes since we have created a modern world that aims to eliminate the injustices of the past through multiple government programs. Among the government programs is an affirmative action, which seeks to promote the aspect of modernity as far as work justice is concerned. For instance, President Teddy Roosevelt’s remarks, “I don’t go so far as to think that the only good Indians are dead Indians, but I believe 9 out of 10 are, and I shouldn’t like to inquire too closely into the case of the 10th.” (Roosevelt, 1886) Teddy
Roosevelt, in his term, was a leading progressive of that period. In other words, the progressive reforms during the era focused on the welfare of the children and safety at work. However, women did not have the right to vote during federal elections across several states (Deal &Peterson, 1999). The significant movement of the period was the progressive party, and later, grassroots movements began. The later movements began in the Midwest, which was organized by farmers who wanted to end corruption. The progressive reforms primarily focused on the majority population of that pointing time, white protestants. However, African, Asian, Mexican Americans, and other minority groups within the county fought to organize and survive the period (Gruenert, 2007), which revealed the virtues of white Christian Society. However, this environment eventually set and shaped the modern American school system through significant reforms.