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Do Social Service Supports Contribut...

Piazza, Joseph.

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Do Social Service Supports Contribute to the Academic Performance of Students in High-Achieving, High-Poverty Schools: Staff Impressions?

Record Type:	Electronic resources : Monograph/item
Title/Author:	Do Social Service Supports Contribute to the Academic Performance of Students in High-Achieving, High-Poverty Schools: Staff Impressions?/
Author:	Piazza, Joseph.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	135 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-05, Section: A.
Contained By:	Dissertations Abstracts International82-05A.
Subject:	Educational leadership. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28091971
ISBN:	9798691214035

Do Social Service Supports Contribute to the Academic Performance of Students in High-Achieving, High-Poverty Schools: Staff Impressions?
Piazza, Joseph.

Do Social Service Supports Contribute to the Academic Performance of Students in High-Achieving, High-Poverty Schools: Staff Impressions? - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 135 p.

Source: Dissertations Abstracts International, Volume: 82-05, Section: A.

Thesis (Ed.D.)--University of California, Davis, 2020.

This item must not be sold to any third party vendors.

Children who live in poverty experience a struggle for physical, emotional, and intellectual survival. The researched and predictable consequences of poverty have varying degrees of negative impact on childhood and adult life experiences, which are in great contrast to the life experiences of children who live in families with middle and upper tier incomes. Public schools are a community hub for children of poverty. The long term benefit of public schools for children living in poverty has not been demonstrated by most public schools serving poor children as demonstrated by the increase in poverty in the United States over decades; the discrepancy between poor children and children from other economic tiers in the United States participating in post-secondary education; and the high attrition of students from poverty when attempting post-secondary studies.There are schools serving primarily poor students which have outperformed other schools with the same student demographics. This investigation explores one aspect of a larger research topic concerning whether social service supports contribute to the academic performance of students in high-achieving, high-poverty schools. This investigation is about the degree to which staff in a high-poverty, high-achieving school view the impact of social service supports on the academic achievement of students as measured by the California state testing system, CAASPP (California Assessment of Student Performance and Progress)? The research question is: How do school staff of a high-achieving school serving predominantly low-income families describe the provision of social service supports in the school and to what extent do staff in this school report that social service supports play a role in the academic achievement of the students in their school?

ISBN: 9798691214035Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Abraham Maslow

Do Social Service Supports Contribute to the Academic Performance of Students in High-Achieving, High-Poverty Schools: Staff Impressions?
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