FACTORS CONTRIBUTING TO THE ACADEMIC SUCCESS OF LOW-SES STUDENTS

Abstract

The purpose of this study was to identify factors that may contribute to the success of some students of poverty to complete high school through graduation. The research examined if positive teacher–student relationship behaviors, the use of learning strategies, school locality or enrollment, years of experience as a principal, and years of teaching prior to becoming a principal had an impact on the non-waivered graduation rate of some Indiana poverty high schools. The study tested for a statistically significant difference between graduation rates or types of school locales on the relationship score and the learning style score. The study also examined if years teaching prior to holding an administrative position, gender of principal, enrollment size of the school, and years as principal might account for a significant proportion of the variance in the relationship score or the learning strategies score. The study’s results showed the participants’ current enrollment and years teaching prior to holding an administration position served as predictors of the learning strategies score. There was no significant difference between graduation rates or types of school locales on the relationship score or the learning style score. The participants’ years in current position, gender, and school location did not serve as predictors of the relationships score or the learning strategies score. The current enrollment of the participants’ schools and years teaching prior to administration did not serve as predictors of the learning strategies score.