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Author(s):Mertens, S. B. and Flowers, N
Title:Middle school practices improve student achievement in high poverty schools
Organization:Middle School Journal
Short Description:This study seeks to establish a relationship between team and classroom practices and student achievement as measured by standardized test scores. The authors find that income level of student families is the predominant influence on student achievement, but that schools can ameliorate this through several combined factors.
Annotation:The purpose of this study is to establish a relationship between team and classroom practices and student achievement as measured by standardized test scores. The authors find that income level of student families is the predominant influence on student achievement, but that schools can ameliorate this through several combined factors: (1) implementation of interdisciplinary teaming and common planning time; (2) higher levels of team and classroom practices; and (3) sustained engagement in teaming by teachers.
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Associated Keywords:
Achievement Gap
Low-Income Students
Middle School
School Reform
Teaching/Teacher Quality

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