An initiative to improve literacy at the elementary school level with a special focus on low-income students
| Author(s) | Hammer, Jennifer F. | |
| Date Accessioned | 2020-11-11T17:28:35Z | |
| Date Available | 2020-11-11T17:28:35Z | |
| Publication Date | 2020 | |
| SWORD Update | 2020-09-06T16:04:42Z | |
| Abstract | This Educational Leadership Portfolio (ELP) focuses on improving reading achievement in high poverty schools. The problem I address is the high number of elementary school students performing below grade level in reading in Cecil County Public Schools. My analyses and recommendations are aimed at the system level for the district and for elementary school leaders. ☐ My ELP begins by presenting results of data I collected on the status of elementary student achievement and current demographic conditions in Cecil County. An in-depth exploration of this type has not been done recently and so this was aimed at informing district and community decision-makers and stakeholders of current community conditions and improvement needs. The achievement analysis shows half of elementary students are “below proficient” in reading, there are large and persistent achievement gaps between low-income and non-low-income students, and there is a high inverse correlation (r = -.92) between the proportion of a school’s low-income population and its reading achievement scores. Forty-four percent of elementary school children qualify for meal assistance and this percentage is rising. In the community, there is much poverty and a growing African American and Hispanic population. My demographic analyses identify the geographic locations of the most extreme poverty and population characteristics by neighborhoods. ☐ Following these analyses, I summarize literature to help us understand poverty’s deleterious effects on child development and what school leaders can do to create conditions that maximize student success. Another analysis I conducted examines a district-wide teacher survey, the results of which give guidance to target schools most in need of leadership improvement and the specific domains of improvement needed. These analyses of school and district data and my literature reviews are used to develop training materials, school improvement plans, and system-focused recommendations aimed at improving achievement for all our students, but especially those coming from disadvantaged backgrounds. | en_US |
| Advisor | Archbald, Douglas A. | |
| Degree | D.Ed. | |
| Department | University of Delaware, School of Education | |
| DOI | https://doi.org/10.58088/cscs-5c70 | |
| Unique Identifier | 1204602205 | |
| URL | https://udspace.udel.edu/handle/19716/27970 | |
| Language | en | |
| Publisher | University of Delaware | en_US |
| URI | https://login.udel.idm.oclc.org/login?url=https://www.proquest.com/docview/2447314443?accountid=10457 | |
| Keywords | Education | en_US |
| Keywords | Leadership | en_US |
| Keywords | Poverty | en_US |
| Title | An initiative to improve literacy at the elementary school level with a special focus on low-income students | en_US |
| Type | Thesis | en_US |