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Wednesday, July 02, 2008

 

A recent multi-method study of Oklahoma schools by Perri Applegate finds that the factors influencing student achievement in high-poverty rural schools are not the same as those affecting achievement in high-poverty urban schools. The regression model used does a far better job explaining variance in the achievement of kids in non-rural schools than it does explaining that of rural schools. The qualitative component of the study suggests that community involvement and shared staff commitment to academic excellence differentiate between high- and low-achieving rural schools. Interestingly, high achieving rural school staff tended to think of their rural circumstances as assets to their work, whereas low achieving school staff saw rurality as a handicap.

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Posted by Caitlin Howley @ 12:16 PM |
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