Spotlight Schools:
High-Poverty Schools That Are Raising The Bar
Discover what works! Dive into our series highlighting high-performing, high-poverty schools in Colorado, Massachusetts, and our newest feature – Texas! Explore the ties between school poverty and student outcomes, and discover how some schools are driving academic achievement and growth despite challenging circumstances.
Spotlight Series Texas: High-Poverty Schools That Are Raising The Bar
It is widely acknowledged that students from low-income backgrounds often face significant barriers to accessing quality education, and these challenges have only been exacerbated by the disruptions brought about by the COVID-19 pandemic.
Demography does not, however, always have to equal destiny. Despite systemic inequities, there are shining examples of schools with high percentages of students from low-income backgrounds that have achieved remarkable success in either student proficiency, student growth, or both.
This report aims to showcase that strong academic achievement is attainable even within Texas’s highest poverty schools.
READ MORE on how Texas is RAISING THE BAR!
By examining the strategies and practices implemented by these “spotlight schools” via surveys and interviews with school leaders, we seek to uncover what has worked to achieve these positive academic outcomes. We identified 62 high-poverty schools that have achieved high proficiency rates or demonstrated significant growth in math and/or ELA on the 2023 Student Assessment for Academic Readiness (STAAR).
While there is no singular formula for fostering academic excellence, leaders of these Texas spotlight schools shared four common themes:
- Data-Driven Decision-Making: Frequent data cycles and live data are vital for monitoring mastery of state standards, informing appropriate student interventions, and providing targeted professional development and coaching. This strategy requires that principals build data literacy among fellow administrators, teachers, and students so that they understand how to collect and utilize data to improve outcomes.
- Small Group Instruction: Identifying students who are falling behind and providing tailored, small-group instruction to address knowledge gaps is essential to support all students in achieving mastery of state standards.
- High Quality Instructional Materials: Evidence-based curricula coupled with aligned educator supports are essential for providing effective core instruction.
- Capacity Building: Competitive salaries, meaningful professional development, and targeted coaching are vital components of attracting, retaining, and supporting effective teachers.
To encourage these school- and district-level strategies, Texas has statewide policies aligned with each of these four themes, including: strong, aligned state standards through the Texas Essential Knowledge and Skills (TEKS), High-Impact Tutoring (HB 4545 & HB 1416), High-Quality Instructional Materials (HB 1605), and the Teacher Incentive Allotment (TIA). Spotlight schools participated in these opportunities at higher rates than other, lower-performing schools, leveraging state funding and guidance to launch new initiatives.
Spotlight Series Massachusetts: High-Poverty Schools That Are Raising The Bar
The relationship between poverty and academic achievement is undeniable. It is widely acknowledged that students from low-income backgrounds often face significant barriers to accessing quality education, and these challenges have only been exacerbated by the disruptions brought about by the COVID-19 pandemic.
Demography does not, however, always have to equal destiny. Despite systemic inequities, there are shining examples of schools with high percentages of students from low income backgrounds that have achieved remarkable success in either student proficiency, student growth, or both.
This report aims to showcase that strong academic achievement is attainable even within Massachusetts’s highest poverty schools.
READ MORE on how Massachusetts is RAISING THE BAR!
By examining the strategies and practices implemented by these “spotlight” schools via surveys and interviews with school leaders, we seek to uncover what has worked to achieve these positive academic outcomes. Out of the 327 elementary and middle schools in Massachusetts falling within the highest poverty quartile, we highlight the 25 schools that have achieved above-average proficiency rates or demonstrated significant growth in math and/or ELA in the 2023 MCAS assessment.
While there is no singular formula for fostering academic excellence, the leaders of these spotlight schools in Massachusetts shared five common themes:
- High Academic and Behavioral Expectations: High academic and behavioral expectations cultivate a learning environment where all students and educators strive to do their best.
- Data-Driven Decision-Making: Data informs and guides work to monitor student progress, identify students for interventions, make instructional changes, and drive professional development.
- Tiered Academic & Attendance Supports: Tiered supports provide students with both the personalized attention they need to consistently come to school and the scaffolded instruction necessary for academic growth.
- Professional Development & Coaching: Ongoing professional development and coaching enable educators to translate best practices into effective classroom instruction.
- Family/Community Engagement: Strong partnerships with families through school events and personalized communication foster a collaborative and supportive environment that enhances student success and reduces chronic absenteeism.
Spotlight Series Colorado: High-Poverty Schools That Are Raising The Bar
The relationship between poverty and academic achievement is undeniable. It is a prevailing truth that low-income students continue to receive subpar access to educational opportunities, and these inequities have only expanded since the onset of the pandemic – directly impacting student outcomes.
Demography does not, however, always have to equal destiny. Some high-poverty schools are making significant achievements in either student proficiency, student growth, or both. This report looks at schools across the state of Colorado to identify high-poverty schools that are performing significantly better than their peers.
This report seeks to prove that above-average achievement is possible even in our highest poverty schools. We examine how these “spotlight” schools have cultivated policies and programs to yield positive academic outcomes.
READ MORE on how Colorado is RAISING THE BAR!
Of the 300 Colorado elementary and middle schools in the highest poverty quartile, we highlight the 39 schools that have either achieved above-average proficiency rates or demonstrated growth by at least 10 points on the CMAS assessment in either math or ELA.
While there is no single answer to fostering academic excellence, the leaders of the schools we surveyed and interviewed were largely aligned on the following core principles:
- Data should be used as a “guiding light” to drive all decision-making, including but not limited to: guiding small group instruction and tutoring programs, tracking student progress, driving curriculum decisions, engaging families, and informing social-emotional learning;
- Small-group instruction and tutoring programs should be used to provide targeted and personalized instruction, especially to students who are falling behind;
- Evidence-based, high-quality curricula are essential, as is professional development to guide teachers on how to translate the content into effective instruction;
- Cultivating a positive and inclusive school climate through social-emotional learning and whole-child development is a key prerequisite to academic excellence; and
- Engaging families through community-building events, class participation, and organized attendance teams is essential to
cultivating partnerships and reducing chronic absenteeism.
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