Characteristics of Low Performing Schools
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Characteristics of low-performing schools.
What are the characteristics of low performing schools according to you? The characteristics of low performing schools depend on the criteria used to define “low performing.” a low performing school refers to those schools that “do not meet the standards” established & monitored by the state. But these are really no specific characteristics of low performing schools. Common conditions do however appear to be present in these schools. These conditions include a correlation between community poverty and stress on the organization of the school. The stress is evidence by low expectations for student achievement, high teacher absenteeism, and high rates of teacher turnover.
Low performing schools have a common condition. That is most low performing schools are located in areas which are known because of community poverty. For example Schools in Durham, North Carolina a city where most schools are located in areas known for their community poverty. Schools in Durham are also mostly low performing schools. Durham in the year 2007 had no schools of excellence, but three schools of distinction. Six of Durhams forty-four public schools, the lowest number ever, met academic standards set by no child left behind in the year 2007 (Carolyn, Herald Sun). Many low performing schools are located in impoverished communities where circumstances make it more difficult for students to come to school prepared to learn. This challenge can stretch school resources.
Another factor that most low performing schools have in common is low expectations for student achievements. As a student I have faced this factor in many of my classrooms. I have seen how many teachers let students have a grade without those students working for it. That way teacher might think that they are doing it to help the student but really they are hurting the students and the schools. That is because at the end of the day the student will not have learned anything affecting the grade he or she gets on the end of course test (EOC). According D. Stipek “students who are given more opportunities to learn, more clues, and who are called on more frequently should learn more than students who are given fewer such opportunities.”
High teacher Absenteeism is also another common factor in most low performing schools. Common sense that is supported by research tell us that when a teacher is absent from the classroom, A students learning is disrupted. When that teacher is repeatedly absent students performance can be significantly impacted in a negative way. The more days a teacher is out of the classroom, the lower the students tend to score on standardized test. Affecting not only the students grades and expectations but also affecting the way the school performs on the test.
Another factor that is most common in low performing schools is high teacher