Examining Effective Practices of Teachers in High-Performing Title I Schools

• In Event: AERA Roundtable Session 10
  In Roundtable Session: Grow Your Teachers, Grow Your Schools: Improving Teacher Practice as a Means of School Reform

Abstract

Too many Black and Latinx students perform below the national and state achievement level on the National Assessment of Educational Progress and the state standardized exams (National Center for Education Statistics, 2017, Table 5). The purpose of this case study is to identify the systems, structures, and instructional practices teachers utilize on a high performing Title I campus to help students master content and reach their highest academic potential. As student diversity continues to shift, research expands to help inform culturally responsive teaching and pedagogy as an instructional method that improves all students’ academic achievement.

Authors

• Sherita Wilson-Rodgers, Baylor University

• Brooke Blevins, Baylor University