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" A Problem Based Learning Project Investigating School-Home Partnership in Missouri Schools Serving a High Concentration of Students Living in Poverty "
Copeland, Matthew
Lyon, Sally Beth
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Latin Dissertation
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English
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| Record Number
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1106870
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TLpq2417554122
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| Main Entry
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Copeland, Matthew
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Lyon, Sally Beth
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| Title & Author
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A Problem Based Learning Project Investigating School-Home Partnership in Missouri Schools Serving a High Concentration of Students Living in Poverty\ Copeland, MatthewLyon, Sally Beth
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| College
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Saint Louis University
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| Date
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2020
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| student score
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2020
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| Degree
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Ed.D.
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| Page No
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231
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| Abstract
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Historically, a link has been shown between students with low socioeconomic status (SES) and low academic performance in school. McLoyd (1998) found the following: Family-level poverty, low socioeconomic status, and residence in less economically advantaged neighborhoods each independently predict lower scores on tests of intelligence and cognitive functioning, lower levels of school achievement, and increased levels of socio-emotional problems, controlling for various parent and family characteristics (p. 198). Research has shown that an increase in school-home partnerships can increase academic performance in all students, including those living in poverty (Henderson & Mapp, 2002). When increases in parent, family, and community involvement occur at school, increases in academic achievement also occur, regardless of family income, family background, or race (Jeynes, 2003). Research has also shown that the quality of leadership helps meet the expectations of investors, customers, and employees (Smallwood, Ulrich, & Sweetman, 2008) and that both school building and school district leaders can have an important effect on the achievement of students in poverty (Chenoweth, 2015; Chenoweth, 2010; Dufour, Lopez, & Muhammad, 2006). Although there is a negative correlation between student poverty and academic achievement, school leaders can positively impact the achievement of students in poverty. Schools should have programs in place to encourage a strong home-school partnership, especially with those families in poverty who may have obstacles in their way for these kinds of connections. Therefore, the problem this team investigated is how school leaders can ensure that all staff are involved in creating and providing opportunities to involve all families in the education of their children, especially families living in poverty.
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Educational leadership
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Secondary education
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