Exploring Traits of High-Performing, High-Poverty Schools

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Jerilou J. Moore
Aubrey Womack


Over the past decade, there has been a significant increase in pressure placed on schools across the nation due to high-stakes accountability policies (Klar, 2014). It comes as no surprise that low performing schools feel constant pressure to raise the measured academic performance of all students. Rarely, do low-performing schools who have overcome challenging circumstances in order to increase academic achievement, get spotlighted. Educators need to identify the common factors attributed to increased student achievement. This can be achieved by examining the lessons and examples of high-performing schools so that all schools can succeed regardless of circumstances.


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How to Cite
Moore, J. J., & Womack, A. (2018). Exploring Traits of High-Performing, High-Poverty Schools. International Journal for Innovation Education and Research, 6(5), 33-40. Retrieved from https://ijier.net/index.php/ijier/article/view/1030
Author Biographies

Jerilou J. Moore, University of Mississippi, USA

Professor, School of Education

Aubrey Womack, University of Mississippi, USA

Graduate Student, School of Education


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