Findings of the study indicated that the three rural schools experienced many of the same problems as do their urban school counterparts with high minority and low socioeconomic status (SES) populations, as addressed in other research studies (DeYoung, 1989; Diamond a Spillane, 2004). However, factors such as school culture, community relations, and interactions among parents, students, and teachers appeared to have ameliorated at least some of the negative influences associated with these types of schools. These findings have implications for future research, particularly in terms of the effect of school culture and informal communications among stakeholders on student achievement in rural schools with high-minority and low socioeconomic student populations.An observation of a tenth grade social studies class at Alpha High School revealed students doing nothing and the teacher ... The senior English class was taking a test, the chemistry class was reviewing for the final exam, and the businessanbsp;...
|Title||:||A Case Study of Three Rural Schools: Factors, Characteristics, and Conditions that Influence School Performance Scores|
|Author||:||Jacqueline L. Mason|
|Publisher||:||ProQuest - 2007|