Middle Grades Student Achievement and Poverty Levels: Implications for Teacher Preparation
Item
Title
Middle Grades Student Achievement and Poverty Levels: Implications for Teacher Preparation
Abstract/Description
This paper provides a history of the standardized testing and accountability movement, the curriculum standards attached to the accountability movement, and the attempted shift to common core. Student poverty and its impact on student achievement the focus of this paper. Recognizing the impact of poverty on student achievement as measured by standardized tests the authors question the explicit practices of teacher preparation programs in preparing teacher candidates to work with students of poverty.
Author/creator
Date
In publication
Volume
12
Issue
2
Pages
33-44
Resource type
Research/Scholarly Media
Resource status/form
Published Text
Scholarship genre
Historical
Open access/full-text available
Yes
Peer reviewed
Yes
Citation
Dotson, L., & Foley, V. (2016). Middle Grades Student Achievement and Poverty Levels: Implications for Teacher Preparation. Journal of Learning in Higher Education, 12(2), 33–44.
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