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ERIC Number: ED556967
Record Type: Non-Journal
Publication Date: 2014
Pages: 266
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3211-1900-8
My School Is Better than Yours: Perceptions of Students, Teachers, Principals, and Parents of Low-Income Transient Effective Schools
Garcia, Jessica Heather
ProQuest LLC, Ph.D. Dissertation, Mercer University
All children deserve equitable effective educational experiences. The purpose of this study was to investigate and describe factors contributing to the success of two effective, low-income, non-magnet elementary schools in Georgia, in a county where the majority of schools were failing. In addition to contributing to the body of existing knowledge on these "beat the odds" schools, this study also aimed to fill in the gaps in existing research by specifically presenting the perspectives of students in these schools, as well as their teachers, principals, and parents. Lastly, the study aimed to describe how these schools addressed their frequently transient student population. Two research questions drove this study: How do students, teachers, principals, and parents in a Southeastern, mid-sized, low-income, transient public school system in which most schools are failing describe factors that characterize their top two performing and achieving non-magnet, Title I elementary schools? What do these students, teachers, principals, and parents believe these top two performing and achieving, non-magnet, Title I elementary schools are doing differently to be more effective? To address these research questions, the researcher employed a qualitative collective case study methodology and collected three forms of data: 1) observations at both schools, 2) interviews with third and fifth grade students, teachers, principals, and parents affiliated with those schools, and 3) survey results from third and fifth grade students, teachers, principals, and parents affiliated with those schools. The implications of this study are that there are many overlapping factors that are within a school's control to effectively reach students and foster high levels of academic success in spite of students' backgrounds. More importantly, there are specific ways schools can foster and develop these factors through teachers, principals, school environment, parents, and community members. Furthermore, the school must be genuinely committed and caring toward students and students' success. Recommendations for further study are inclusion of all schools in the district, inclusion of all age groups of students, in-depth exploration of factors such as effective leadership, effective teacher retention, or the effects of different percentages of Title I populations. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Grade 3; Primary Education; Elementary Education; Early Childhood Education; Grade 5; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Georgia