SUPR Schools: Systems for Uncorrelating Poverty and Reading in North Carolina Elementary Schools

• In Event: Evaluation of the Impact of Interventions and School Characteristics on Reading and Literacy Achievement

Abstract

This multiple case study examines four elementary schools that are outperforming expected reading achievement outcomes predicted by their high-poverty student population. The study examines the distinguishing characteristics and features that distinguish each of these schools and potentially operate as locally protective factors against the mechanisms through which poverty tends to correlate with reading achievement.

Authors

• Amy Walter, North Carolina State University

• Dennis S. Davis, North Carolina State University

• Jill F. Grifenhagen, North Carolina State University

• Janell A. Miller, North Carolina State University

• Jill S Jones, North Carolina State University

• Lesley Wirt, North Carolina State University