Educational practices of administrators and teachers in a high performing Title I school that improves student performance

The purpose of this study was to determine what a successful Title I school is doing to ensure all students’ educational needs are being met, according to the goals of Every Student Succeeds Act (ESSA, 2015), which holds schools accountable for ensuring all students show progress. The study investigated the school’s role in meeting the challenges associated with educating students from high-poverty environments. Specifically, the study focused on what administrators did to ensure teachers were successful in their roles, what teachers did instructionally, how teachers motivated and provided high expectations for all students, how teachers collaborated and the impact it had on student achievement, and what instructional programs were used and proven successful in enhancing teaching and learning. A qualitative methodology was utilized in conducting the research. The school was selected based on its work as a consistently high-performing Title I school. A sampling of participants was used from various classifications/positions within the school: administrators, school leadership team, teachers, and PTA members. The perspectives of participants on how the school continues to be successful in meeting the educational needs of all students were paramount to understanding and identifying specific practices, policies, and programs that contribute to the school’s continued success. The results of the study may assist other Title I schools that struggle to meet the challenges of high-poverty students