Abstract

The purpose ofthis study was to advance the understanding ofeffective and less-effective elementary schools in rural, high poverty areas ofWest Virginia. This was an exploratory and descriptive study that involved qualitative and quantitative data on paired high- and low-achieving rural schools with similar student demographic and socioeconomic characteristics. The total study included schools in rural and nonrural areas; survey data from 82 teachers, 632 parents, and 670 students; and interview data from 50 parents, teachers, and administrators. The Diagnostic Assessment ofSchool and Principal Effectiveness was used as the survey instrument. It wasfound that high-achieving rural schools in high poverty areas had shared characteristics that were very different from the low-achieving rural schools with equivalent rates of poverty. Overall, there appeared to be a greater difference in school programs and the attitude of employees across schools than in the students attending the schools.

How to Cite:

Hughes, M. F., (1999) “Similar Students-Dissimilar Opportunities for Success: High- and Low-Achieving Elementary Schools in Rural, High Poverty Areas of West Virginia”, Journal of Research in Rural Education 15(1), 47–58.

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