Student Achievement in High Poverty Schools: A Grounded Theory on School Success on Achievement Tests

An atmosphere of accountability and standardization exists within public schools in the United States. The politically powerful have created a schooling environment where curriculum, pedagogy and assessment are exceedingly homogeneous. The logic that underpins this movement is framed in rhetoric that acknowledges that many children have been historically left behind within public education. The intent of this research project was to analyze achievement tests results from schools located in high poverty communities. The first goal was to quantify the number of high poverty schools that found success on achievement tests. The second purpose was to develop a grounded theory that offered insights as to how success was attained. A third, and equally important focus of this research was to better understand how teachers and principals interpreted student success on achievement tests. What did success on achievement tests mean for students and their opportunity to realize the American Dream? By utilizing social theory to ground this research, the intent was to offer insights into social phenomena related to democracy, social justice and student learning.