Differences Between Low & High Income Schools

A school's income does not have to dictate the level of education taught in that school.

Differences between low and high income schools and how they affect the teachers, students and their parents are the subject of studies which conclude low income schools are at a disadvantage, but can still offer a good education and improve on their overall results by adopting strategies used in successful, but not necessarily high income schools.

Differences for Teachers

A working paper written for the Project on the Next Generation of Teachers at the Harvard Graduate School of Education found that differences experienced by teachers in low- and high-income schools are particularly noticeable by new staff. These issues were identified and expanded upon in, "The Support Gap: New Teacher's Early Experiences in High-Income and Low-Income Schools," in a report published by the Education Policy Analysis Achieves. Low-income schools typically provide less of the information a new teacher needs to get started in a new job. They are more likely to experience difficulties tailoring the curriculum to the needs of students, especially as communication channels present in higher-income schools (such as mentoring programs, where longer-serving staff help newer staff members find their feet) are often absent or not functioning correctly. Schools where teachers work as a group committed to the best possible education for pupils, critically analyze the effectiveness of classes and are open to collectively making any required changes. This produces superior results in students, regardless of the income level of their school.

Differences for Students

Using statistics gathered from state tests of reading and mathematics skills, Mackenzie Ryan's report for the Statesman Journal shows students at low-income schools are more likely to be taught by teachers with less sought-after qualifications and fewer years of teaching experience than students at high-income schools. The more attractive positions at high-income schools usually have an abundance of applicants for teaching slots, taking the best and brightest teachers who apply. Low-income schools that offer a lower salary, longer hours and fewer benefits find it harder to compete for quality teaching staff. Students' performances are effected by less-experienced staff members who do not know how to reach out to underachieving students and engage their interest in studies. Experienced teachers prevent more advanced pupils from becoming bored when their intellects are not adequately challenged.

Differences for Parents

Parents' experiences differ between the levels of involvement in their children's educations at high- and low-income schools when they are notified of underachievement or learning difficulties. Teachers at high-income schools often advise parents to enroll their children in summer schools or engage a private tutor to bring pupils up to standard in any deficient subjects. In low-income schools where these options are generally not suggested, poor student performance is seen differently, even as a challenge to teaching methods employed, and the slim resources cannot offer extra classes for those students who require them.
 

References

• Education Policy Analysis Archives: The Support Gap: New Teachers' Early Experiences in High-Income and Low-Income Schools
• Crooked Timber: Low Performing "High Performing" Schools
• Harvard Graduate School of Education Project on the Next Generation of Teachers: Curriculum Prescription and Curriculum Constraint: Second-Year Teachers' Perceptions
• The Center for Public Education: Does highly qualified mean highly effective?
• Statesman Journal: New teachers face challenges