Elementary teachers' perceptions of practices to increase the academic achievement of economically disadvantaged rural students in high poverty schools

The greatest challenge facing public education has been the education of all students to proficiency, with the most difficult aspect of this challenge as teaching the underachieving children of poverty. The enactment of No Child Left Behind, Public Law 107-110 (NCLB) has brought increased accountability standards for public schools to the forefront. It is necessary that elementary school teachers are knowledgeable of the instructional strategies, best practices, and environments to ensure that students living in poverty achieve acceptable standards of academic excellence.;This study investigated the interventions implemented for increased student achievement in elementary schools in North Dakota with high-poverty enrollments. It was accomplished by examining the factors associated with lower academic achievement for children living in poverty. The study also explored the school-based practices that are perceived to help increase the academic achievement of children living in poverty.;This was a quantitative survey study with a target population of 29 elementary schools in North Dakota who are considered high-poverty. The conclusions were that the elementary schools in North Dakota, serving 40% or more students living in poverty who made Adequate Yearly Progress as determined by performance on the North Dakota State Assessment, are using a majority of the best practices reflected in the research about high high-performing, high-poverty schools. The data suggest that parenting skills and attendance issues were identified as having an effect on student achievement most often. The study revealed that there should be a concentrated effort towards parenting workshops for families living in poverty. The study also indicated that the teachers' highest level of agreement for increasing achievement was having high expectations for all students. Teachers reported that the use of assessments to monitor progress, to measure progress, and guide instruction were utilized to a high degree. Classroom management with rules and routines established, rapid pace of instruction, and a combination of negative and positive reinforcements were also identified as being used in high-achieving schools serving students living in poverty. Suggestions for future research were also offered.