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Why are some low-income, urban elementary schools more effective than others at improving student learning?

Tue, April 21, 8:15 to 9:45am, Hilton San Francisco Union Square, Grand Ballroom Level, Grand Ballroom B

Abstract

This paper explores which aspects of school climate and practice are associated with student learning gains between kindergarten and fifth grade in a large, predominantly low-income, urban school district. Using longitudinal data on students, and measures of climate and practice from staff and student surveys, the results indicate that students’ math and English language arts skills improve more in schools that have more adequate resources, are safer and more orderly, and in which staff have high expectations for student success and support students who need academic help. The results also suggest that some specific practices, such as teacher collaboration, may help support student learning in the elementary years.

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