Effectiveness of Education Reform Initiatives within the Context of Poverty

Abstract

Practical “education reform” in school districts across the county has focused on the system of education comprised of education leaders, teachers, parents and the students. While the system appears to be full of activity called reform, progress has been slow or non-existent in increasing success. This study examines education reform activities within a larger school district in Northern Minnesota by surveying elementary classroom teachers on what they believe are those factors influencing student achievement.