Pepelnjak, ErinWilliams, JuliaSpehar, Thomas John2015-05-132017-04-142015-05-132017-04-1420152015https://hdl.handle.net/11299/187473Presented in Partial Fulfillment of the Requirements for the Masters of Education Degree in the College of Education and Human Service Professions, University of Minnesota Duluth, 2015.Committee names: (Chair), Erin Pepelnjak.Committee names: Julia Williams (Chair), Erin Pepelnjak. This item has been modified from the original to redact the signatures present.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.enEducation reformStudent achievementPovertyMaster of EducationDepartment of EducationCollege of Education and Human Service ProfessionsUniversity of Minnesota DuluthPlan Cs (coursework-based master's degrees)Educational change -- Minnesota.Elementary school teacher -- Attitudes.Scholarly Text or Essay