According to an Education Week post, preliminary results of a study led by John Rogers of UCLA indicate that “Poverty-related challenges steal time from high school class periods, leading students at low-income schools to receive an average of half an hour less instruction per day than their higher-income peers.”
Presented at the 2014 American Educational Research Association conference, findings also included: “Disruptions such as welcoming new students to the classrooms, and locking down the school during emergencies and drills eat away at more instructional time at high poverty schools than in lower-poverty schools. So too do routines, such transitioning students from the hallways to the class period. First period is a particular challenge in high-poverty schools.”
“This is not narrowly an issue of teachers and students at an individual level,” Mirra said. “This is about high-poverty schools lacking the resources to respond to broader social conditions.”
Please read the entire post. We will post the final study results as they become available.
