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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
teacher’s 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 Cont’d
• 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 teacher’s 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 Q’s

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 System’s
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]
• teacher’s 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 cont’d
• 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 teacher’s 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
teacher–student interpersonal relationship on student outcomes for students with
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19. REFERENCES
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