Elements that Increase Performance of Students from Poor Socioeconomic Backgrounds

The available data enables educators to assist students from all backgrounds in achieving success in the academic field based on the present level of accountability projected public school systems. For numerous years, students from poor socioeconomic and rural backgrounds have continually failed in academic performance. The research uses the students' voices to identify elements that increase student performance hoping that the findings can be applied to other students from the same background and improve grades for failing students.

Limitations

Limitations of the study included the small nature of the sample size, the distinctiveness of the school setting chosen, and the inadequacy of the method of data compilation. Cross cultural relationship between the Caucasian researchers and the participants who were African American was also a limitation. The cultural difference between the students and the researchers affected the manner in which the questions were asked and understood in spite of the efforts to reduce bias. Another limitation was the incapacity to evaluate whether or not there was one clear theme contributing to the academic performance of underprivileged minority students. The small number of contestants and the distinctive setting is a weakness. While qualitative research works are more detailed, it would be wrong to try to generalize the results of the investigation work beyond this one school region. If the study was simulated in a similar environment with the same learners, the outcomes might vary or remain the same. Another weakness is the mental growth of naturally developing children between ages 8 to 14 since they psychologically have narrow abstract rational processes.

Lessons and Relevance

Several aspects emerged from the study regarding factors to consider for guaranteeing success in schools. If teachers and parents concentrate on the main elements with high-risk students, the influence on schools and struggling children might be substantial. In an attempt to value the significance of learning to attain future goals, learning institutions and parents should encourage and support the importance of education from a tender age. It is important for students to cultivate the value of teaching through formal and informal systems within the home setting as well as in the school environment. This will ensure that as they improve through their grades and maintain high academic standards.

A primary aspect that separated the research participants apart from less competent peers was the notion that learning was significant to attainment future objectives and that working hard was a fundamental part of realizing that success. Systems to impart this value would be helpful to cultivate the future of scholars in the United States, particularly in societies where education is not appreciated or recognized as an essential priority. Another element vital for addition in the system either at home or in the training scheme is significant in supporting adults to encourage success. The study pointed that providing adult support is critical to academic success. In various socioeconomic status and rural areas, professional adult role models are inadequate. Institutions with students who are at high risk are encouraged to create mentorship curriculums starting at an early age. This ensures that educated adults assist these children in overcoming numerous obstacles that hinder them from achieving academic success.

References

Harris, D. N. (2007). High-flying schools, student disadvantage, and the logic of NCLB.

American Journal of Education, 113, 367-394.

Sack-Min, J. (2008). What about NCLB? American School Board Journal, 196(2), 26- 27.