Developing Theory to Explain Achievement Gains in High-Poverty Primary Schools of Trinidad and Tobago

Session Type: Symposium

Abstract

Data from both national large scale assessments (NLSAs) and international large scale assessments (ILSAs) for Trinidad and Tobago from 2005 to 2013 suggest significant improvement in the performance of primary schools and students. We hypothesize that this might be due to the actions of stakeholders at different school sites responding to the School Performance Feedback System (SPFS) installed in 2005. Using NLSA data, we identified low performing, high poverty schools in 2005 and developed theory to explain why these sites exist and underperform. In 2013, we then identified high poverty schools making significant gains. Using the logic of comparative multi-site case studies, we extend theory on the actions and processes that contribute to achievement gains in these high poverty contexts.

Sub Unit

• SIG-Caribbean and African Studies in Education

Chair

• Jerome De Lisle, University of the West Indies

Papers

• Building Contextualized Theory on Low-Performing, High-Poverty Schools From Comparative Case Studies - Jerome De Lisle, University of the West Indies

• Identifying Leadership Frameworks and Processes Used to Improve High-Poverty Schools - Sean Matthew Annisette, Tranquility Secondary School; Rinnelle Lee-Piggott, University of Nottingham; Dwight ken Merrick, Archdiocese of Port of Spain

• Understanding the Perspectives of Parents and Teachers in Schools Showing Consistent Annual Achievement Gains - Cheryl Bowrin, University of Trinidad and Tobago; Joann Neaves, The University of Trinidad and Tobago

• In the Words of the Child: The Experience of School Improvement From the Students' Perspective - Linda Lila Mohammed, The University of Trinidad and Tobago

Discussant

• Launcelot Brown, Duquesne University