Middle Grades Student Achievement and Poverty Levels: Implications for Teacher Preparation

Title: Middle Grades Student Achievement and Poverty Levels: Implications for Teacher Preparation
Abstract/Description: This paper provides a history of the standardized testing and accountability movement, the curriculum standards attached to the accountability movement, and the attempted shift to common core. Student poverty and its impact on student achievement the focus of this paper. Recognizing the impact of poverty on student achievement as measured by standardized tests the authors question the explicit practices of teacher preparation programs in preparing teacher candidates to work with students of poverty.
Author/creator: Dotson, Lauren; Foley, Virginia
Date: 2016
In publication: Journal of Learning in Higher Education
Volume: 12
Issue: 2
Pages: 33-44
Resource type: en Research/Scholarly Media
Resource status/form: en Published Text
Scholarship genre: en Historical
Language: en
Open access/full-text available: en Yes
Peer reviewed: en Yes
URL: Article on ERIC (EJ1139817); Open Access PDF (ERIC)
Citation: Dotson, L., & Foley, V. (2016). Middle Grades Student Achievement and Poverty Levels: Implications for Teacher Preparation. Journal of Learning in Higher Education, 12(2), 33–44.
Cited in: Classroom Teaching and Learning as the Focus for Improvement Research

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