Affluence and Influence : A Study of Inequities in the Age of Excellence

Abstract

This study analyzed the impact of school poverty levels on variances in elementary math achievement and preparation-based teacher effects. The research was conducted using data from the Gaston County School District, the seventh largest district in North Carolina with over 32,000 students and 2,000 teachers. For this study, math achievement was determined as the mean academic change, or achievement growth, for each class of students assigned to a particular math teacher. Using an Analysis of Variance (ANOVA) this study examined whether significant differences in student math achievement existed when comparing levels of teacher experience, teacher education, and National Board certification. Factorial analyses were utilized in order to determine any effect from school socioeconomic level.