| Title: |
Providing an Equal Opportunity for a Sound Basic Education in North Carolina's High-Poverty Schools: Assessing Needs and Opportunities. Sound Basic Education for All: An Action Plan for North Carolina |
| Language: |
English |
| Authors: |
Oaks, Jeannie; Cookson, Peter W.; Levin, Stephanie; Carver-Thomas, Desiree; Frelow, Fr; Berry, Barnett; Yang, Man; George, Janel; Brooks, Jennifer; Guin, Swati; WestEd; Learning Policy Institute; North Carolina State University, William & Ida Friday Institute for Educational Innovation |
| Source: |
WestEd. 2019. |
| Availability: |
WestEd. 730 Harrison Street, San Francisco, CA 94107-1242. Tel: 877-493-7833; Tel: 415-565-3000; Fax: 415-565-3012; Web site: http://www.wested.org |
| Peer Reviewed: |
N |
| Page Count: |
133 |
| Publication Date: |
2019 |
| Document Type: |
Reports - Research |
| Education Level: |
Early Childhood Education; Preschool Education; Elementary Secondary Education |
| Descriptors: |
Equal Education; Disadvantaged Schools; Poverty; Court Litigation; Access to Education; Educational Policy; State Policy; Early Childhood Education; Barriers; Community Schools; Evidence Based Practice; Teacher Supply and Demand; Educational Finance; Technical Assistance; Low Income Students; Minority Group Students; Disproportionate Representation; At Risk Students; Outcomes of Education; Counties; Hunger; Health; Housing; Services; Preschool Education; Charter Schools; Racial Differences; Ethnicity; Students with Disabilities; English Language Learners; Teacher Qualifications; Labor Turnover; Principals; Administrator Qualifications; Family Characteristics; Elementary Secondary Education; Public Schools; Academic Achievement; Educational Resources |
| Geographic Terms: |
North Carolina |
| Assessment and Survey Identifiers: |
American Community Survey; Schools and Staffing Survey (NCES); Teaching and Learning International Survey (NCES); National Teacher and Principal Survey (NCES) |
| Abstract: |
To inform the "Leandro v. State of North Carolina" Action Plan, the Learning Policy Institute examined the within-school and out-of-school barriers to obtaining a sound basic education facing students who attend North Carolina's high-poverty schools. High-poverty schools are schools where 75% or more students are at risk because their families' low incomes qualify them for federally subsidized free or reduced-cost meal programs at school. Because of the concentration of at-risk students at high-poverty schools, these schools deserve focused attention as the state seeks to remedy its failure to provide all students with a constitutionally required opportunity for a sound basic education. The primary goal of this study is to understand the experiences of students attending high-poverty schools. This report provides dozens of findings about the challenges to obtaining a sound basic education experienced by students attending high-poverty schools in North Carolina. Several overarching themes emerge from these findings that form a coherent narrative into which the specific findings and recommendations should be placed and interpreted. [For the research brief, "Adequate and Equitable Education in High-Poverty Schools: Barriers and Opportunities in North Carolina," see ED614422.] |
| Abstractor: |
ERIC |
| Entry Date: |
2021 |
| Accession Number: |
ED614439 |
| Database: |
ERIC |