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ERIC Number: ED576576
Record Type: Non-Journal
Publication Date: 2017
Pages: 94
Abstractor: As Provided
ISBN: 978-1-3697-3676-2
Student Achievement in Title I Schools
Diaz, Abby T.
ProQuest LLC, Ed.D. Dissertation, New England College
This researcher seeks to answer the following question: How did two elementary Title I schools, identified as "high performing" on the first Smarter Balanced assessment, address elements of Maslow's hierarchy of needs when developing school-wide initiatives to enhance student achievement? Many students in Title I schools face barriers to learning due to the conditions of poverty in which they live (Berliner, 2009). Therefore, it is important to investigate schools that are successfully serving students of low socioeconomic backgrounds to determine how to best enhance student achievement. This study is framed on the theory of human motivation (Maslow, 1943). Maslow (1943) theorized that people are motivated to achieve certain needs in their life. The researcher used data from the first Smarter Balanced assessment to analyze New Hampshire Title I schools that achieved a high level of success compared to other Title I schools. Through a case study of the schools, four themes emerged that described school-wide initiatives connected to Maslow's hierarchy of needs occurring within the schools: (a) a culture of teaching and learning, (b) the involvement of families, (c) support beyond academics, and (d) strong leadership. [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: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: New Hampshire
Grant or Contract Numbers: N/A