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The schools collect data from a number of sources including surveys of students, teachers, parents, and community stakeholders, daily student interaction, and from results of benchmarks and interim examinations created by the educators, departments and the school district (Wilcox & Angelis, 2011). The educators also reportedly share an attitude that it is never good enough and their position toward change is to respect it, expect it, and with continuous progress and monitoring, attempt to cause it. Everyone is attentive to high stakes examinations and ensuring that the students are as well prepared as possible; however, evidence of success is not limited to the results of high stakes or standardized examinations.
Conclusion Educators do recognize that these commensurate variables cannot overcome all the challenges that poverty and socioeconomic status present, educators have demonstrated that taking a critical look at these variables can help to mitigate the impact of poverty of student achievement and academic success.
The last common factor in never say never, high performing schools is the refusal to accept any limitations including those associated with poverty, believing that every student can succeed not only in school but in greater society (Angelis & Wilcox, 2011). This positive vision is expressly passed to each student as well as their families in an effort to increase confidence and aspirations. The educators participating in these designated school feel their students and families deserve to achieve, and as such set high expectations providing support for student's academic success.
References
Angelis, J., & Wilcox, K. (2011). Poverty, performance, and frog ponds: What best practice research tells us about their connections. Phi Delta Kappan, 93(3), 26-31.
Goldsmith, R. (2011). Coleman revisited: school segregation, peers, and frog ponds. American Educational Research Journal, 48(3), 508-535.
Wilcox, K., & Angelis, J. (2009). Best practices from high-performance middle schools:
How successful schools remove obstacles and create pathways to learning. New York, NY: Teachers College Press.
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