1. Research Proposal: Do Lower Socio-Economic Class Students Receive Less Effective Teaching? Jeffery Massey, Sr. EDGCC 513 Saint Xavier University Graduate School of Education Prof. Wendy Sears

2. CHAPTER 2-Introduction Research Problem: What impact does the degree of effective teaching have on the academic achievements of student populations from lower socio-economic statuses? Hypothesis 0: In the null case, the degree of either positive or negative effective teaching has no impact upon the academic achievements of students from lower socio-economic statuses. Hypothesis 1: The degree of positive effective teaching has a positive impact upon the academic achievements of students from lower socio-economic statuses. Hypothesis 2: The degree of negative effective teaching has a negative impact upon the academic achievements of students from lower socio-economic statuses 3. CHAPTER 2-Introduction increasing desire for accountability of teachers effectiveness impact of teaching characteristics, district policy and procedures governing teacher evaluations and placements best allow for examination through the use of qualitative studies more open- ended, evolving and process-oriented nature of the stated research theme [McMillan, J. H., 2012] 4. CHAPTER 2-Introduction Contd to discovering the nature of teaching efficacy on lower and higher socio-economic [SES] status teacher retention, student alienation or identified effective teaching strategies practiced in classrooms [McMillan, J. H., 2012]. Morgan saw as an educational inequity due in part to a lack of educational resources and deficient teaching quality (Morgan, 2012) devising methodologies and instruments that would restrict investigator bias. many studies that appeared inadequate in their referencing of known and accepted study findings central phenomena relative to discovering the nature of teaching efficacy on lower and higher socio-economic [SES] status students-schools. 5. LITERATURE REVIEW development of adequate measurement instruments for both teacher intervention traits and methods [Rice, J., K. 2010]. new insight into exactly what takes place both in the lower SES schools and the higher level SES student populations contemporary research landscape that, through the use of mixed methods study designs, illustrates distinctly causal qualitative and quantitative datasets focuses are at the heart of this literature review for the stated research problem 6. LITERATURE REVIEW Primary Sources The Stronge study evaluated chosen subject populations [i.e. 307 5th grade teachers from 3 public school districts in Southeastern U.S.] gender, age, time of experience, seniority, staff development and teacher academic preparations [Stronge, J. H., Ward, T. J., Grant, L. W. 2011]. Dr. Suzanne Rice is an educator and research fellow at the Melbourne Graduate School of Education. 2006, through the University of Melbourne, which looked at how teachers in Victoria made their decisions on where to teach. 919 teachers across the Victorian state looked at teachers retention rate 7. Literature Review: Primary Sources J. K. Rice (2011) examined numerous variables comparatively in order to see if strong correlations existed between teachers showing various teaching experience time [Rice, J.K., 2011]. looked at involved math achievement where apparently stronger influences lay with regard to experience of teachers with lower number of years at the middle-school or elementary levels[Rice, J.K., 2011]. lowest years of experience were more likely to be assigned to lower SES school populations and that apparent teacher productivity returns [for the chosen student populations located in North Carolina and Florida] evidenced gaps between lower and higher SES comparative populations [Rice, J.K., 2011]. 8. Identifying Teacher Efficacy Characteristics previous academic preparation, level of licensure or certification, status of teacher supervisory evaluations, number of years of experience, level of teacher satisfaction for current position placements, level of teacher motivation or beliefs the nature of teacher initial placements, transfers or retentions impacted by school or district policies independent variable of the study strategies ( Rubie-Davies, Flint and McDonald, 2012) that suggested a direct link between variables in the efficacy scores connected to the teachers belief about how writing should be taught 9. Identifying Teacher Efficacy Characteristics those preparations gave unbiased evidence of causal relationships between teaching practices-qualities learning in multiple levels of SES populations [Stronge, J. H., Ward, T. J., Grant, L. W. 2011]. comparative examples of information : populations of low socio- economic statuses [SES] showed greater or less effectiveness than those teachers having higher SES student populations [Sass, T.R., Hannaway, J., X u, Z., Figlio, D. N. & Feng, L., 2010]. 10. Identifying Teacher Efficacy Characteristics IES- January 2014 study of the Institute for Educational Sciences average disparity in teaching efficacy: 4 weeks of learning & 2 weeks of math learning overall achievement gap for disadvantaged students in grades four through eight was equivalent to about 24 months in reading and 18 months of math (Institute for Educational Sciences, 2014). Clofelter Study serious lack of knowledge for impacts re: credentials v. teacher quality Raised concerns over impact on student achievement accountability (Clotfelter, 2010). 11. Issues of District Controlled Environment, Policy and Procedures Ronfeldt, M., & Wycoff. J., 2013 incongruences for retention of teachers varied levels of experience who share likewise production levels of students higher and lower academic achievements [Ronfeldt, M., & Wycoff. J., 2013] Shernoff, E. S., Mehta, T. G., Atkins, M. S., Torf, R., & Spencer, J. 2011 Impact of stressors on urban teachers production Overcrowding, Px. Deteriorated bldgs., Ltd. Resources Hi rates Tchr. Dissatisfaction Hi rate of mental health & learning disabled needs Use of videotape & transcript-open ended Qs 12. Other Significant International Studies Delvin, 2011 Conceptual frames-Low SES Higher Education Bridging socio-cultural incongruity adequate achievement by low socio-economic students would best be facilitated using a joint- venture approach between primary stakeholders (Delvin, 2011). Brok, P., Tartwijk, J., Wubbels, T., & Veldman, I., 2010 apparent impact of diverse ethnicity within both teacher and student populations on student outcomes Dutch, Moroccan, Turkish and Surinamese ethnic groups within Dutch secondary multi-ethnic class school systems. 13. Findings & Results Kane, T., Taylor, E.S., Tyler, J.H. & Wooten, A.L., 2011 Cincinnati Public School Systems Teacher Evaluation System [TES] Danielson Framework with 4 domains planning and preparing for student learning, creating a student learning environment, teaching for student learning and professionalism [Kane, T. et al., 2011] illustrated that TES scores are an important predictor of student achievement growth. Suzanne L. Rice study (Rice, 2010) most and least effective teacher groups with participants from top and bottom quartiles demographic information [i.e. age, gender, years of teaching, educational qualifications, type of their own school education, level of parents education and current post-graduate studies if any] teachers perspective *school leadership, other staff, professional development and use of 4-point Likert scale], attitudinal and belief measures [4-point Likert scale for academic orientation, beliefs on effectiveness of education] 14. Findings & Results Rice, S. 2010 contd in three regions of Victoria, Australia and comprised of 919 part-time and full time teaching staff 205 primary and 714 secondary teachers, was taken from a pool of government, catholic and independent schools (Rice, 2010). characteristics germane to lower socio-economic regions in the country teacher participation rates were high and ranged from 16% to 85% per school (Rice, 2010). rate for average participation was 58% and the usual initial contact was via letters to principals that gave an outline for the study objectives and goals (Rice, 2010) 15. Issues of Class, Race and Ethnicity for Lower and Higher SES Models Desimone, Long 2010 lower achieving students initially assigned teachers who emphasize basic instruction, higher achieving students assigned teachers who emphasize advanced instruction intensive interventions- time spent on math related to achievement growth for disadvantaged populations such as black students and low-SES students [Desimone, Long 2010]. weak correlations existed- instruction by teachers and that for teacher quality 16. METHODOLOGY Sample/Ethical Behavior primary grade level 11th grade sampling size of 75-150 teachers and students. Determination of lower SES- students eligible to receive free or reduced lunch programs. submission to the Institutional Review Board for permission/approval to conduct the study Setting-Midwestern region over 6-12 months Chicago School System chosen to best represent inner-city, urban schools that traditionally have exhibited notable difficulties recruiting and retaining highly qualified, well- motivated experienced teachers. 17. METHODOLOGY Instrumentation survey/interview method and will include some degree of face to face question submission with regard to the use of members of the teachers union and supervisory educational personnel recruited to participate with both hands- on and phone interviews/surveys (McMillan, J. H., 2012). Data will be analyzed from scores obtained from completed questionnaires that have. Procedures/Research Design-Private school participation for inner-city schools will be represented by participation with district managers and administrators perspectives on teacher qualifications, performance evaluations, teacher placement and retention policies. Specific attention will be given to describing and differentiating between the levels of teaching staff development activities used Likert scaling for answer choices. The coding will be assessed within categories attributable to the various questions and will also reflect multiple overarching categories for like subjects such as satisfaction, adequacy and motivation using a developed ordinal and nominal system 18. REFERENCES Brok, P., Tartwijk, J., Wubbels, T., & Veldman, I. (2010). The differential effect of the teacherstudent interpersonal relationship on student outcomes for students with different ethnic backgrounds. British Journal of Educational Psychology, 80(2), 199-221. DOI: 10.1348/000709909X465632 Clotfelter, C. 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