Posted: March 11th, 2023

Part 3a

The purpose of Part 3 is to identify four (4) potential solutions to the problem you defined in Part 2. While you may have potential solutions in mind, it is important to review and consider the literature to understand what strategies have already been attempted and the respective outcome of those attempts. Thus, in this section, you will build on the review of literature you conducted in Part 2A with a focus on the specific problem you have chosen to investigate. Your goal will be to compile four (4) possible solutions that you will narrow to one solution in Part 4.

Begin with an introduction paragraph explaining what you are going to do in this part. Make a connection between the previous part and this part.

Overview of the Four Solutions

Provide an overview of each of the four solutions from Part 3. One paragraph, approximately 5-6 academic sentences with current scholarly literature.

Advantages (Pros) and Disadvantages (Cons) of Solutions

In this introduction paragraph, gather your evidence and validate your assertions. Provide an introduction regarding the importance of identifying pros and cons of a solution. This should be supported by the literature; one paragraph, approximately 5-6 academic sentences with current scholarly literatureFor this part, you will create your literature review and a minimum of 16 and a maximum of 25 research articles related to potential solutions to your selected problem. The research articles should address a minimum of four (4) distinctly different, potential solutions. Then, you will write a narrative synthesizing the findings from the studies you reviewed in this part and make connections to the studies you previously reviewed in Part 2. The final product for this section will be a narrative that is a minimum of 15 full length that should include the following components: (a) synthesis of the issues, trends, concepts and gaps for each potential solution; (b) comparison of different studies highlighting similarities, differences, and connections; and (c) a summary of the findings and outcomes for each of the potential solutions you reviewed. Remember that your paragraphs should consist of five to six sentences with support of current, scholarly sources.

My problem is Effective Instructional Leadership in High Poverty, Majority Minority, Elementary Schools

Effective Instructional Leadership in High Poverty, Majority Minority, Elementary Schools

by
Shawneequa Beal

A Strategic Research Project Submitted to the
Abraham S. Fischler College of Education
and School of Criminal Justice in Partial
Fulfillment of the Requirements for the
Degree of Doctor of Education

Nova Southeastern University
3

2023

Approval Page

This strategic research project was submitted by Xxxxx Xxxxxx under the direction of the persons listed below. It was submitted to the Abraham S. Fischler College of Education and School of Criminal Justice and approved in partial fulfillment of the requirements for the degree of Doctor of Education at Nova Southeastern University.

Xxxx Xxxxxxxx, EdD or PhD
ESRP 9000 Faculty Member

Xxxx Xxxxxxxx, EdD or PhD
ESRP 9001 Faculty Member

Kimberly Durham, PsyD
Dean

Statement of Original Work

I declare the following:

I have read the Code of Student Conduct and Academic Responsibility as described in the
Student Handbook of Nova Southeastern University. This Strategic Research Project represents my original work, except where I have acknowledged the ideas, words, or material of other authors.

Where another author’s ideas have been presented in this Strategic Research Project, I have acknowledged the author’s ideas by citing them in the required style.

Where another author’s words have been presented in this Strategic Research Project, I have acknowledged the author’s words by using appropriate quotation devices and citations in the required style.

I have obtained permission from the author or publisher—in accordance with the required guidelines—to include any copyrighted material (e.g., tables, figures, survey instruments, large portions of text) in this Strategic Research Project manuscript.

___________________________

Name

___________________________
Date

Acknowledgments

Dedication

Executive Summary

Insert Title of Strategic Research Project. Insert Your Name, 2023: Strategic Research Project, Nova Southeastern University, Abraham S. Fischler College of Education and School of Criminal Justice. Keywords: xxxxx, xxx xxxxx, xxxx, xxxxxxx

Single-space within each paragraph, but double-space between paragraphs. Do not indent the first lines of paragraphs. The narrative portion (i.e., after the informational first paragraph) of the Executive Summary should be 220-270 words. The Executive Summary must not exceed one page in length.

[Insert Description of the Strategic Research Project – Example Follows]: This strategic research project was designed to provide . . . .
[Keep in mind that the Executive Summary is a brief summary or condensed version of your organizational research project, so that the audience has a better understanding regarding the structure, services, key factors, and other major points to include results, conclusions, and recommendations].

Table of Contents

Page
Part 1: Critical Analysis 1
Researcher’s Role #
Description of the Setting #
Organizational Background and History #
The Mission Statement #
The Vision Statement #
The Value Statement #
Organizational Reputation and Sustainability #
Relevant Terms #
Identify Potential Gaps or Areas for Growth #
Strengths, Weaknesses, Opportunities, Threats (SWOT) #
Internal Factor Evaluation (IFE) #
External Factor Evaluation (EFE) #

Part 2: Define the Problem #
Synthesis of Literature Related to the Problem #
Research Methods #
Pertinent Models, Frameworks, or Theories #
Summary of Findings #
Statement of the Problem #

Description of the Context of the Problem #

Scope and Significance of the Problem #
Rationale for Investigating the Problem #
Well-Defined Problem Statement #

Part 3: Research Possible Solutions #

Introduction #

Possible Solutions #
Possible Solution One: Solution Title #
Possible Solution Two: Solution Title #
Possible Solution Three: Solution Title #
Possible Solution Four: Solution Title #

Part 4: Select a Solution #

Overview of the Four Solutions #

Advantages (Pros) and Disadvantages (Cons) of Solutions #

Solution One: Solution Title #
Solution Two: Solution Title #
Solution Three: Solution Title #
Solution Four: Solution Title #
Discussion of Barriers #
Solution One: Solution Title #
Solution Two: Solution Title #
Solution Three: Solution Title #
Solution Four: Solution Title #

Summary of Rationale for Selected Solution #

Part 5: Strategies to Accomplish the Selected Solution #
Strategy One: Strategy Title #
Synthesis of Literature Related to Strategy One #
Strategy Two: Strategy Title #
Synthesis of Literature Related to Strategy Two #

Part 6: Evaluation of the Strategies #
Quantitative Strategic Plan Matrix #
Evaluation of Internal Factor Evaluation #
Discussion of Internal Factors That Influence the Plan #
Evaluation of External Factor Evaluation #
Discussion of External Factors That Influence the Plan #
First Alternative Attractiveness Score and Benefit for the Organization #
Second Alternative Attractiveness Score and Benefit for the Organization #
Summary of Most Important Strategy #

Part 7: Development of an Action Plan #
Action Steps #
Timeline #
Roles and Responsibilities #
Resources #
Organizational Support #
Barriers or Resistance #
Evaluation #
Reflection on the Overall Experience #

Part 8: Audio-Visual Presentation of SRP #
Narrative of Electronic Presentation #
Peer Review Questions #
Oral Defense of the SRP #
Narrative Defense of Selected Questions #

Part 9: Conclusion #
Recommendations #
Final Conclusions #

References #

Appendices
A Title in Initial Caps and Lower Case—Begin a Second Line Directly
Below the First Line #
B Title in Initial Caps and Lower Case #
C Title in Initial Caps and Lower Case #
D Title in Initial Caps and Lower Case #
E Title in Initial Caps and Lower Case #

Tables
1 Title in Initial Caps and Lower Case #
2 Title in Initial Caps and Lower Case #
3 Title in Initial Caps and Lower Case #
4 Title in Initial Caps and Lower Case #
5 Title in Initial Caps and Lower Case #
6 Title in Initial Caps and Lower Case #
7 Title in Initial Caps and Lower Case #
8 Title in Initial Caps and Lower Case #
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10 Title in Initial Caps and Lower Case #
11 Title in Initial Caps and Lower Case #

Figures
1 Title in Initial Caps and Lower Case #
2 Title in Initial Caps and Lower Case #
3 Title in Initial Caps and Lower Case #
4 Title in Initial Caps and Lower Case #

Part 1: Critical Analysis

Researcher’s Role Comment by Gina Peyton: Missing name on this document. Also, you are to submit your work in the SRP template with EVERY submission. Please place this in the template which will also include your name.
Thank you,
Dr. Peyton

A person who conducts in-depth study on a subject to gain greater knowledge about that subject is called a researcher. A good researcher needs to be many things to many people. Research is very important in education. Education research can play a vital role in policy making and learning programs. There is no one set of duties that a researcher is expected to fulfill across all academic disciplines or professional domains. Researchers in the medical field may utilize clinical trials to evaluate the efficacy of a novel treatment, whereas social scientists may use questionnaires and in-person interviews to gain a better understanding of how people behave (Aspers & Corte, 2019). Comment by Gina Peyton: (Aspers & Corte, 2019)
Through the processes of data gathering, analysis, and interpretation, the role of a researcher is to contribute to the existing body of knowledge in their respective discipline. Researchers acquire data through a variety of methods, some of which include controlled experiments, surveys, interviews, and direct observation (Bakker, 2018). Direct observation is another method. They first do statistical analysis on the data to derive conclusions, and then they interpret the findings of that study. They present their findings at conferences and publish them in academic journals and papers to share their findings with others and advance the field.
I am the former principal of George H. Oliver Elementary School. I was a teacher for 14 years before I moved into administration. I was a high school principal for four years before I became and elementary principal. I served as principal of George H. Oliver for four years before I decided to return to being a high school principal. It was my role and responsibility to serve as the instructional leader of the school. As principal, it was also my responsibility to conduct informal and formal observations of teachers using the Mississippi Professional Growth Rubric. School administrators are required to be trained by the Mississippi Department of Education to give teachers ratings during observation (Mississippi Department of Education, 2022). I also worked with teachers to set learning goals based on the state approved curriculum. Comment by Gina Peyton: How long have your been a teacher? The principal? Please clarify here.
As the leader of the school, I had to build partnerships with community stakeholders so that the whole child could be educated. I was also responsible for developing and implementing a school improvement plan. In my capacity, I served as support for new teachers and served on the district’s disciplinary committee. It was also my responsibility to manage GHO district and federal budget. I had to ensure that federal money was spent according to the needs of the school. Finally, as principal, it was my responsibility to improve the culture of the school by boosting teacher morale, decreasing the amount of discipline problems, and increasing attendance.

Description of the Setting

George H. Oliver Elementary School (GHO) is in Clarksdale, Mississippi, which is in the heart of the Mississippi Delta region. GHO is in the Brickyard neighborhood, an area of the city plagued by violence and crime. GHO inherits all the social ills associated with these tumultuous community environments. GHO is one of the Clarksdale Municipal School District’s four elementary magnet schools serving students in grades Pre-K-4. Currently, GHO serves approximately 350 students, which represents an enrollment increase due to the closure of one of the district’s elementary schools in 2016. Students from the closed elementary school were divided among the four remaining schools. Almost all of students at GHO come from low-income families. 100% of the students at GHO receive free meals through the district’s participation in the Community Eligibility Provision Program. Approximately 99% of the students at George H. Oliver are African American (George H. Oliver School Wide Plan, 2021) Comment by Gina Peyton: delete Comment by Gina Peyton: four
GHO is a themed, magnet school targeting the Visual and Performing Arts to enhance the curriculum. In addition to the core subjects, students can participate in music classes including keyboarding and choral music. The staff is comprised of approximately 30 employees, consisting of one Administrator; one Secretary; one Part-time Counselor who comes two times a week; 15 full-time certified staff members, consisting of one pre-K teacher, one part-time music teacher, one part-time PE teacher, one part-time librarian; and nine non-certified staff members. Staff turnover at GHO has been a tremendous challenge. Over the last four years, there has been three different school principals, and approximately 40% of the current teachers have less than four years of teaching experience. About 15% of the teachers hold an emergency or provisional license. Comment by Gina Peyton: This paragraph moved to full justification. Please move back to “left justification”. Comment by Gina Peyton: Fix numbers. Comment by Gina Peyton: Yes, this is correct.
The district leadership includes a superintendent, assistant superintendent, chief executive officer, and business manager. The district also has several departments in the organizational structure which include the special education, transportation, maintenance, human resource, and food service departments. The various departments ensure that schools are provided with the supports they need. An important part of the district is the federal programs departments. Funds are received from the federal government to ensure equity for all the students in the Clarksdale Municipal School district. Federal funding makes up a majority of the district budget (Clarksdale Municipal School District, 2023).

Organizational Background and History

George H. Oliver was established in 1962 in Clarksdale, Mississippi. George H. Oliver is one of four elementary schools in Clarksdale, Mississippi. Clarkdale Municipal School Board wanted to establish an elementary school in an area where it was easily accessible by the African American population. The goals of George H. Oliver are improving student achievement, build teacher capacity, and increase student attendance (George H. Oliver Strategic Plan, 2021). George H. Oliver increased their accountability rating with the state the department of educations from an F to a D in 2018. The school received recognition from the Mississippi Department of Education (Mississippi Department of Education 2018). George H. Oliver has had three principals and high traditional high teacher turnover. From 2019-2021 the teacher turnover rate was low, because they able to keep the same principal for four years. Comment by Gina Peyton: Comment by Gina Peyton: Comment by Gina Peyton: 4

In 2018 George H. Oliver Elementary school was a comprehensive support and improvement school because of the F rating on accountability. The school was able to raise the accountability level by eighty-seven points to become a D school on accountability (Mississippi Department of Education 2018). Factors that contributed to the improvement was improved school culture, teacher retention, and improved attendance. One of the most importance factors in helping to transform the school was increase in teacher morale. George H. Oliver continues to struggle with socioeconomic issues that prevents academic achievements from being the main focus.

The Mission Statement

The elementary school’s mission is to provide an accurate, comprehensive, and contemporary curriculum that prepares students for increased understanding, critical thinking, and lifelong learning. In addition, the school aspire to contribute to developing a positive school environment where students are nurtured as healthy individuals who can become active participants in society. This statement is concise and focused on what drives the school (Dernowska, n.d). It includes who they are, what the school do, and why they are doing it (Alegre et al., 2018). It also sets out how these goals are achieved. Comment by Gina Peyton: Is this the actual Mission statement? If so, please move to the appendix and only “discuss” your interpretation of your schools mission statement. Comment by Shawneequa Beal: No, this is not the actual mission, I included the actual one in the appendix 
It should guide the organization whom they want to serve and what it wants to be. The given mission statement consists of the name of the school; George H. Oliver Elementary School, values; high-quality learning, and a unique distinguishing factor that makes the school standout; teamwork of parents and qualified staff. The statement outlines what the school is striving to accomplish. It describes student life, parent involvement, and community relations. The statement also highlights the organization’s future target, ensuring that students are responsible citizens in the future. An essential part to add would be the school’s innovations. Moreover, long-term goals inclusion would make the statement a success.

The Vision Statement

The future is now! The faculty and staff believe a great school starts with a deep understanding of each student’s needs and the communities surrounding our schools. This is a shared belief and the faculty and staff are passionate about developing strong leaders who can serve their students, communities, and the world in the ways they want to. The school will provide many opportunities for students to develop skills in areas such as reading, writing, math, and science, as well as other areas which give them a strong foundation for success. Each student will graduate from elementary school with a quality education, knowledge of navigating the world surrounding them, and the motivation needed to achieve their personal goals. The statement encompasses a completely objective or goals the school can and will achieve (Allen et al., 2018). The vision statement also contains something simple to remember, concise, and intellectual (Sulastri et al., 2021). It clarifies goals, defines values, and communicates how people are motivated. Comment by Gina Peyton: Is this your schools vision statement? Please see my above comment regarding mission statement and do the same. Comment by Shawneequa Beal: No this is not the actual vision statement. I included it in the ap[pendix.
This should define what the organization wants to become in the long run and its target position. The statement for George H. Oliver Elementary School has been expressed positively, where the institution strives to utilize its high-quality learning experiences to provide superior education to every child. Although the statement is short and complete, I would add details on learning technologies to support learners in becoming productive global citizens

The Value Statement

The school emphasizes the importance of respect, responsibility, integrity, excellence, collaboration, creativity, and innovation. These values will be expressed in a way that speaks to the school’s commitment to helping the students reach their fullest potential. This statement is clear, concise, and straightforward (Gurley et al., 2021). This provides clarity for teachers, classmates, administrators, and parents alike (vic.edu, n.d). The statement is neither too long or nor complex to read that easier to comprehend it. Comment by Gina Peyton: The school…
The value statement is clear, concise, and easy to understand. It has been written in a way that is accessible and easily understood by students, staff, and the wider community. Also, it is reflective of the school’s culture and values. And it is aspiring and inspiring while reflecting the school’s goals and objectives. It is the foundation that sets the school’s tone and establishes the values, principles, and beliefs that the school stands for and will strive to uphold. It is important to clearly articulate the school’s values to create an environment conducive to learning, growth, and success. Comment by Gina Peyton: Is there a value statement? Where is it? Please fix. Comment by Shawneequa Beal: No this is not the value statement. It will be included in the appendix.

Organizational Reputation and Sustainability

Organizational Reputation:

George H. Oliver Elementary School in Clarksdale, Mississippi, has a poor reputation based on test scores, student progress, and equity. The test scores at this school fall far below the state average, which indicates that most students need to perform as expected at grade level (U.S.News, 2019). The student progress is also slow and poor annually compared to similar students in the state (U.S.News, 2019). In addition to low test scores, most students in this school have low points and fall behind their peers in terms of their academic progress. The highest percentage is underserved students from low-income families, which leaves them at an economic disadvantage that create a significant achievement gap (U.S.News, 2019). This vulnerability makes most students fall behind other students in the state. Based on enrollment and student demographics, 98% are Black, 1% are White, and the other 1% are white (Mississippi Department of Education (2023). Overall, this imbalance creates a negative perspective that results in a negative reputation for the school. Comment by Gina Peyton: Cite these stats. Comment by Gina Peyton: Delete space

O
rganizational Sustainability:

George H. Oliver Elementary School lack sustainability due to a lack of capacity building of professional teacher, lack of financial resources, and short-term pressure for higher academic performance. Nonetheless, there is an opportunity for the school to improve its organizational sustainability. For example, the school can use the student support and academic enrichment grant to increase its capacity to establish a pool of professional teachers (Mississippi Department of Education, 2023). The grant can also help the school to provide all the students with access to a well-rounded education, improve the use of technology and improve school conditions for student learning resulting in improved academic achievement (Mississippi Department of Education, 2023). It can further use section 4101, section 4106(d), section 4110, and section 4109(b) of article IV to establish student support and academic enrichment programs that ensure the school’s substantiality in short and long term.

Relevant Terms

Academic Achievement refers to a student’s learning outcome of a school’s curriculum (Tian, 2018)

At-Risk Student is defined as student who is likely to perform poorly in school (Fazul, 2022)

Researched-Based Instructional Strategy is any teaching approach supported by a statistical analysis of data from the learning environment (Apostolou,2020)

Mississippi Department of Education seeks to create a world class education system that give students the knowledge and skills to be successful in college, the workforce, and to flourish as parents and citizen (Mississippi Department of Education, 2023)

School Culture is the belief and attitude influencing every aspect how a school function (Hall and Hord, 2015) Comment by Gina Peyton: Your Reference Page is missing. As I previously indicated, please place this document back in the SRP template.

Identify Potential Gaps or Areas for Growth

Strategic planning is a common concept in today’s business world and many different industries. Strategic planning acts as a roadmap to the organization’s future. It not only acts as a blueprint to the actions that should be taken within an organization but is also a form of long-term planning. Antonio and Martha (2020) argue that ‘strategic planning is important to an organization because it provides a sense of direction and outlines measurable goals.’ These views align with those of Messaoud (2022), who has shown that it aims to assess the potential within an organization and hence define the organization’s long-term success. A strategy marks where an organization is at the current and then indicates the goal for success to the next point. Stevens (2015) adds that a strategy enables a given organization to be where it wants to be in a future time. It shapes the organization, aligning it to the best direction better placed to achieve its future goals. In addition, this strategic plan brings more advantages to the organization on top of achieving the set goals. Umar et al. (2020) establish that it ups the financial performance of an organization, its longevity, and its effectiveness.
At George H. Oliver Elementary School, there are several gaps in the organization’s management. George H. Oliver Elementary School has a financial gap in the management of its operations. The school requires more finances to manage the financial needs of the students from the neighboring community by financing their food program and educational needs. Furthermore, it needs finances to align the school with up-to-date technology. Leonard and Box (2010) recognizes the need to close the existing funding gap among schools in the United States, especially in Mississippi. Leonard and Box add that lower-performing schools need more funding than high-performing ones. Another gap that should be addressed within this school is teacher turnover, qualifications, licensing, and experiences since their qualifications and licensing greatly determine the grades to be scored by the students they deal with. A study by Bhai and Horoi (2019) has shown that teacher experiences have the largest effect on students’ performance. Therefore, teacher characteristics such as qualifications and licensing are very significant at George H. Oliver Elementary School. Action should therefore be taken to close this gap as regard the type of experiences, and license, among other characteristics of teachers who are employed in a George H Oliver Elementary School. Comment by Gina Peyton: For each new part, identify the acronym again. Comment by Gina Peyton:

Strengths, Weaknesses, Opportunities, and Threats (SWOT)

SWOT stands for Strength, Weakness, Opportunity, and Threat. It is an analysis that enables an organization to explore possibilities for new solutions, decide on the best initiative, determine where change is possible, and adjust and refine plans mid-course (Renault, 2017). Osita et al. (2014) define strength as what the organization is strong in or good in, while opportunities are anything outside the organization that might benefit the organization if taken advantage of. On the other hand, weaknesses are what the organization needs to improve on while threats are those factors happening outside that the organization needs to take measures to guard against. A study by Mandrazhi (2021) recognizes SWOT as part of its strengths and that it allows for competitiveness within the organization to realize its goals. In a SWOT analysis, the realist recognition of the weaknesses and the threats of any given organization are the starting point when setting grounds to streamline strategies for change and improvement within any given organization. A SWOT analysis, therefore, after identifying the four factors that make it enable better planning within the said organization. Orr (2013) refers to it as a driving force when implementing change, especially within the education system. Comment by Gina Peyton: spacing

Strengths. The following 10 factors are as follows (see Table 1).

1. Strong value statement.
The value statement describes what an organization stands for. At George H. Oliver Elementary School, a strong vision statement helps attract students from wide localities and qualified staff. Allen et al. (2018) argue that the value statement reinstates the commitment of the school to deliver quality to its students. By clarifying its goals, defining its values, and communicating its motivation, it stands out compared to all other organizations. George H. Oliver value statement reinstates commitment to quality for the school. Comment by Gina Peyton: These are supposed to be italicized (per the template). Please fix all 40 factors. Comment by Gina Peyton: Be consistent with the way you write the acronym.

2. Enough Staff.
Compared to its population of 350, it has enough staff to serve the students appropriately. Lieberman (2021) shows that many schools shut down for lack of enough staff. This is different as for George H. Oliver Elementary School, where there are over 25 staff with different qualifications. George H. Oliver Elementary School shows a clear number of staff within the organization. A good staff number helps improve the service provided to students. This brings about satisfaction and good handling of the students hence better performance.

3. Online accessibility.
George H. Oliver Elementary School has penetrated the online spaces with a website accessible from Clarksdale Municipal School District. This enables it to be accessed by those from far and those who want to know more about it. It enables parents to access calendars, updates as well as other notification from the school website. Reimers et al. (2020) show that online presence is key in times like the pandemic. This would allow George H. Oliver Elementary School students to continue learning as compared to its competitors.

4. High Accountability
George H. Oliver Elementary School has been rated 278, which shapes its reputation. This attracts students and reflects that the institution handles finances and issues transparently. According to Hovanetz (2019), accountability increase excellence attracts media attention, and empowers parents to make better choices. This motivates the stakeholders in terms of performance. In addition, increased accountability enables the schools to stand out.

5.
Higher Student Engagement.

George H. Oliver Elementary School plans events throughout the year to engage schools and families. Student engagement has increased and improved due to these events. It is these activities that inform parents as well as students about the former’s performance. CDC (2019) argues that school engagement improves students’ behavior and addresses health behaviors. Engagement in George H. Oliver Elementary School is key in addressing various pertinent issues among the students.

Excellence in

The
Provision of Resources to Students.

George H. Oliver Elementary School has engaged in various initiatives to provide material needs to students. They have had projects to provide lunch to the students as well as uniforms and other study materials. According to Doménech Betoret, et al. (2021), learning materials availability to students affects their performance. At GHO, the provision of needs to the students seeks to satisfy them and make them more comfortable in class. All these increase student confidences and the need to learn.

7. Strong Mentorship

. The partnership with the Kennedy Center to help learn art studies is a big boost for the institution. The facility also boasts of some rich staff whose expertise can guide learners and staff in their learning. Ropo (2016) states that expertise like this improves development and promotes knowledge acquisition. This is a critical advantage for George H. Oliver Elementary School because it can benefit from these experts in various ways. The principal and the secretary is also key in driving the school forward.

8. Wide variety of studies
. George H. Oliver Elementary School provides students with various studies, including liberal arts. It means that they can participate in a variety of studies as well as class work. According to Lyon College (n.d.) website it shows that liberal arts make students free thinkers. Focused on creative and critical thinking, it transforms students into great citizens. This is one of the key strengths at George H. Oliver Elementary School.

9. Racial Representation and Gender Balance,
George H. Oliver Elementary School is well-represented in terms of race and gender. This means that children can feel all in the right place as their racial ethnicity is represented in the school. According to Clarksdale Municipal School District Website (2022), George H. Oliver Elementary School have students from white Hispanic, Arab, and Asian, among others, increasing representativeness. This increases the overall image of the school in terms of racial variety. All ethnicities and backgrounds -represented school attracts more students and increases students’ variety and interaction experiences. Comment by Gina Peyton: Need scholarly source

10. Strong and Capable Administration,
George H. Oliver Elementary School has a well-equipped administration. This administration has seen the school in various activities through collaboration. It has been able to mobilize resources through external organizations for the sake of students. The administration, in its competence, involves parents through events in the day-to-day running of the organization. Qaralleh and Jibril (2020) argues that good administration is key to ensuring a conducive learning environment.

Table 1

Strengths

Factors

Strong Value Statement

Enough Staff

Online Accessibility

High Accountability

Higher Student Engagement

Excellence in the Provision of Resources to Students

Strong Mentorship

Wide Variety of Studies

Racial Representation and Gender Balance Comment by Gina Peyton:

Strong and Capable Administration

Weaknesses. The following 10 factors are as follows (see Table 2).

1. Staff Turnover.
Muiruri (2015) argues that turnover can significantly impact performance. High teacher turnover lowers teaching quality and negatively impacts performance. This is the case with GHO since school principals normally do not go beyond four years in the school. These erode performance and divert resources to hiring. This would possibly also topple the GHO’s top administration or management. Comment by Gina Peyton: 4

2.
Inexperienced Teachers
. About 50% of the teachers at George H. Oliver Elementary School have an experience of fewer than four years. In addition, more than half have an emergency license. Kini and Podolsky (2016) shows that increased experiences are directly related to performance and effectiveness. At George H. Oliver Elementary School, teachers are less experienced, affecting the students’ performance. This could mean that students are not engaged fully as they should be if there were experienced teachers.

3. Low School Enrollment.
Due to economic decline, many people moved away from Clarkdale, reducing school enrolment. Grice (2019) argues that enrolment can negatively affect school performance. Yang (2014) has shown that efficacy is key in managing schools. Reduced enrolment means that teachers deal with few students hence underutilization of them. This means a dismal performance of the school in terms of its financial management. Comment by Gina Peyton: Be careful, several of your sources are outdated.

4. Insecurity.
George H. Oliver Elementary School is in the Clarksdale, Mississippi an area with higher crime and violence. These issues can greatly affect the students in terms of concentration. They can also harm the students and have about underutilized in terms of school property. Ghorab and Al-Khaldi (2015) show that violence in schools increases anxiety among students and hence affects their grades. Increased crime and violence around George H. Oliver Elementary School deny the students a conducive learning environment.

5. Low Student-Counselor Ratio.
The ratio of counselors to students at GHO is 1:373(George H. Oliver Elementary School, n. d). Sal gong et al. (2016) emphasize the role of counseling in school for the student’s safety and psychological health. The counselors at GHO are fewer and hence a danger in case of life-changing and traumatic experiences. This would greatly affect the school in case of such an event.

6. Poor Academic Performance
. George H. Oliver Elementary School (n.d) indicates that the school’s performance and scores are very low. In terms of test scores, student progress, and equity, they are all below average. According to the Mississippi Department of Education (2022), George H. Oliver is rated a D school. Over the years, they have also continued to fall. There are also achievement gaps. This situation is a big loss for the school as it may have less impact on attracting new students. Comment by Gina Peyton: Need scholarly source

7. Poor Reputation.
U.S. News (2019) indicates that the scores shown by George H. Oliver Elementary School are so low in terms of many aspects. Many of the students are low in their academic progress. This reputation is so bad for the school in the eyes of the public. Perez and Okonofua (2022) shows that reputation is key in k12 schools and impacts their functioning since they affect the interaction between students and teachers. This is the same situation that is befalling GHO. Comment by Gina Peyton:

8. Not Fully Adopted the Technology.
George H. Oliver Elementary School has not yet adopted technology to its full capacity. It could have helped in online learning, which is not yet in action. Aslam et al. (2021) argue that technology enables learning to proceed faster and is made easy since schools adapt to the course content from the online world. George H. Oliver Elementary is yet to adapt to this and hence is left behind by other schools. This is a big weakness that drags the schol backward.

9. Inequity and Inequality

. Looking at the school’s racial balance, there are more black than other races. This may create dominance of one race over the other and reduce the ethnic balance. Reynolds (2007) argues that ethnic spread and student achievement go hand in hand and improve ethnic diversity. This is a key issue in which George H. Oliver Elementary School has fallen short in enrollment. Most races have about 1% representative in the school compared to the blacks.

10. Poverty.
Most of the students in this school come from the neighboring poverty-stricken community, which affects their performance. They fall below the average of other standard students in the state. This means that there are financial challenges in their study areas and the required dues in school. McKenzie (2019) adds that students from poor backgrounds could be affected in terms of grades and behaviors. This is the case with GHO. Such poses an even more dire effect on the already bad school performance.

Table 2

Weaknesses

Factors

Staff Turnovers

Inexperienced Teachers

Low School Enrollment

Insecurity

Low Student Counselor Ratio

Poor Academic Performance

Poor Reputation

Not Fully Adopting Technology

Inequity and Inequality

Poverty

Opportunities. The following 10 factors are as follows (see Table 3).

1. Increased Volunteer programs and financial aid.
GHO is already well established in sourcing finances from outside sources to support students. It can exploit this advantage to source more resources for expansion. Martin et al. (2018) show that poverty-stricken schools suffer greatly from underfunding. George H. Oliver Elementary School can run away from this mess by embracing and calling for more voluntary funding programs for its children. This will enable it to build more educational and training resources.

2.
Increased Enrollment.

The school is situated in Clarkdale, inhabited majorly by low-income families. With a population of 350, the school can look upon the increasing population from the neighborhood and tap from it. According to Baker et al. (2011), a more educated population lives longer and healthier. George H. Oliver Elementary School can enroll more students from the said locality to grant them a better life through education. The free meals are also capable of attracting more students to the school.

3. Staff Licensing and Certification.
Some of the staff in George H. Oliver Elementary School are said to have no license but a provisional certification. The school can therefore work for the staff certification to improve their competence. Allen (2010) has shown that teacher certification is key in assuring quality. Subjects like mathematics need fully equipped teachers whose competency can only be gauged by licensing. This is key in hiring teachers in George H. Oliver Elementary School to improve performance.

4. Increased Stakeholder Collaboration.
There is already an existing level of collaboration between the school and parents. The collaboration in ensuring the performance of students is regularly checked by stakeholders. In addition, collaboration is key in monitoring students’ unique abilities and behavior. Chiuri et al. (2020) associate teacher-parent collaboration with higher educational success. Therefore, George H. Oliver Elementary School can tap into this to nurture teacher-parent collaboration through events to improve performance.

5. Increased Adoption of Technology.
Technology is now a widely discussed phenomenon in the world of education. Schools are taking their classes online, especially during the pandemic. George H. Oliver Elementary School, having a standby website, can adapt to online and distance learning. Kersey (2016) in his study found that advanced technology incorporation into learning can increase the student success rate. GHO can take in various and different technological adoption in learning.

6. Teacher Retention.
Lack of teacher retention in schools leads to the loss of school culture (Flowers, 2019). At George H. Oliver Elementary School, they can retain talent in terms of its teachers among other staff. Retention will also enable them to save on hiring costs. If more teachers are retained, it will reduce breakage in school classwork continuity. It also reduces the time wasted by teachers taking up new roles at the school. Comment by Gina Peyton: spacing

7. Improved Reputation
. The improvement in accountability places George H. Oliver Elementary School in a better place to improve its reputation. Wong et al. (2017) have shown that school reputation is closely related to quality. At George H. Oliver Elementary School, they are best placed on improving the quality they offer learners through enhanced reputation improvement. This reputation improves not only students but also learners. It can be boosted by the already improved transparency and accountability rating.

Opportunity for Increased Student Engagement.
George H. Oliver Elementary School is reported to have worn several school engagements awards severally. The events, as well as the competition, are such rewards for the stakeholders. They serve as areas for parents to identify talents among the students and teachers. In addition, they can be sources of information on areas of improvement for the administration. As per Olson and Peterson (2015), engagement improves enthusiasm and impacts students’ academic performance and behavior. This an area into which George H. Oliver Elementary School can tap in.

9. A Well-Rounded Education.

Studying at George H. Oliver Elementary School equips the learner with education in all aspects of life. They have good services in all areas
like food, athletics as well as transportation. This ensures students have support in all areas they need. At George H. Oliver Elementary School, they have staff to guide them through all the different areas of life in which they are involved. Obara (2018) recognizes the need for a well-rounded education for the development of the whole person.

10. Grade and Performance Improvement.
George H. Oliver Elementary School has strong values and mission statements that can help learners perform better. Working towards the mission statement’s objectives can improve its grade. There are different departments that can wholly participate in boosting the grade. Good grades will attract more voluntary sponsorship. GHO has the potential to achieve more than it currently has. Barnum (2019) has it that good grades for low-income students improve and attract more scholarships.

Table 3

Opportunities

Factors

Increased Volunteer Programs and Financial Aid Comment by Gina Peyton: Widen the table so this fits on one line.
Fix all tables as needed.

Increased Enrollment

Staff Licensing and Certification

Increased Stakeholder Collaboration

Increased Adoption of Technology

Teacher Retention

Improved Reputation

Opportunity for Increased Student Engagement

A Well-Rounded Education

Grade and Performance Improvement

Threats. The following 10 factors are as follows (see Table 4).

1. Violence and Crime.
George H. Oliver Elementary School is
in Clarksdale, Mississippi, an area inhabited by violence and crime. This can lead to the loss of school property and physical harm to students. Pitso et al. (2014) implicate crime and violence around schools with low performance. This is the situation to which GHO is exposed. The neighborhood poses a great danger to the safety and security of the children and school property.

2. Poor Performance Out of Poverty
. Over time now, the school has been performing poorly. This damages its public image. Adem (2021) associates’ poverty with poor school performance arising from reduced parental involvement. GHO is on the blink of continued failure, most propagated by the poverty-stricken background. Parental income is low hence reducing parental involvement and parental education.

3. Loss of Talented Manpower Due to High Turnover.
The high teacher turnover in the school is a great danger to its talented manpower. About 50% of the teachers have less than four years of experience. This is a great danger to the school in terms of teacher competency. Ronfeldt et al. (2013) have shown that a high turnover affects student academic performance. This is the great challenge that GHO is exposed.

4. Economic Decline and Hence Reduced Population.
Economic decline has led to the movement of people from around the school hence the possibility of moving away with students. This negatively impacts teacher motivation. It also led to inefficiency in resource management. Low motivation significantly affects the student’s performance in school (Sajid et al., 2022). GHO is at the mercy and hopes to improve the financial times to maintain its school population. Comment by Gina Peyton: spacing

5.
Bad reputation.
The school has had a very poor reputation based on the test scores. The test scores of George H. Oliver Elementary School are far from the average. Many students are therefore having the challenge f performing to the average. U.S. News (2019) also shows that the progress is slow compared to other students within the same state. This situation scares parents from enrolling their children in the said school.

6. Lack of Racial Balance
. 98% percent of students in George H. Oliver Elementary School are black. Schools like George H. Oliver Elementary School tend to suffer from inadequate instructional and learning materials funding. Weir (2016) has shown that such imbalance may contribute to poor learner achievement. The imbalance in the racial composition may also not reflect the national education face. In worst cases, the racial minority occupation may mean less attention to the school by the government. It also creates a negative perspective and a bad reputation.

7. Short and Non-Comprehensive Vision Statement.

In its vision statement, the institution strives to utilize its high-quality learning experiences to provide superior education to every child. This vision statement includes not technology considering the current digital times. It should be encompassed with supporting learners to utilize technology effectively. Zakrajšek (2016) recognizes the role of technology in elementary schools. This is one key threat the GHO has not exploited.

8. Inexperienced Teachers.
Most teachers at GHO have less than four years of experience. This is likely to affect the student’s success rate. Less experience means less knowledge of the subject matter. This is likely to lead to continued poor performance compared to other schools. Irvine (2019) indicates performance as directly related to years of experience. Inexperienced teachers are likely to negatively affect GHO. Comment by Gina Peyton: 4

9. Underfunding.
George H. Oliver Elementary School mainly relies on federal funds to feed the students and finance other educational materials. Underfunding is linked to poor student performance (Strauss, 2018). George H. Oliver lacks enough study materials to support learners. Many students lack the most basic learning material and are likely to fail. A lack of enough support from the government means slow progress for the school. This is a great challenge in the long run for George H. Oliver Elementary School in its education dream. Comment by Gina Peyton: Your spacing is off when you write your citations. Please fix throughout.

10. Low diverse student population.
The school is not widely known and sources its learner from around Mississippi. It means less racial and ethnic diversity in the school population. Less publicity means less attraction to new students. It also reduces the experiences the students are exposed to. This negatively impacts the school population. Bayar and Karaduman (2021) indicate the need for cultural diversity to improve student outcomes.

Table 4

Threats

Factors

Violence and Crime

Poor Performance Out of Poverty

Loss of Talented Manpower Due to High Turnover

Economic Decline Hence Reduced Population

Bad Reputation

Lack of Racial Balance

Short and Non-Comprehensive Vision Statement

Inexperience Teachers

Underfunding

Low Diverse Student Population

Internal Factor Evaluation (IFE)

Internal factor evaluation (IFE) is crucial in an organization’s strategic planning. The tool enables the organization to analyze the resources it is endowed with as well as the strengths and weaknesses within the said organization. IFE is critical in identifying how an organization can gain a competitive advantage and forms part of the organization’s final strategic decisions ((Zulkarnain et al., 2018). Ben-Abdallah et al. (2022) indicate that IFE helps consolidate a model that can be used to execute a business strategy. For G.H.O., the IFE overall score was 2.13, significantly lower than 2.5, implying that the organization has not yet reached the minimum required basis for responding to its weaknesses and strengths. Such implies that even though the organization might be continuously taking measures to respond to internal factors, it has not yet fully exploited them. Comment by Gina Peyton: See my comments in your excel spreadsheet and correct as needed. Comment by Gina Peyton:

Table 5

Internal Factor Evaluation Matrix

Strengths

Weight

Rating

Weighted score

Strong Value Statement

0.06 Comment by Gina Peyton: This entire table needs to be fixed. Only go over 2 decimals.
Example:
0.06 weighted score: 0.19
Remove red ink.
Please look at the Excel sheet I sent you.

0.19

Enough Staff

0.05

0.23

Online Accessibility

0.06

0.18

High Accountability

0.06

0.20

Higher Student Engagement

0.04

0.19

Excellent Provision of Resources to students

0.06

0.24

Strong Mentorship

0.04

0.90

Wide Variety of Studies

0.05

0.10

Racial Representation and Gender Balance

0.06

0.18

Strong and Capable Administration

0.03

Weaknesses

Weight

Rating

Weighted score

Staff Turnover

0.02

0.07

Inexperienced Teachers

0.02

0.06

Low School Enrollment

0.05

0.10

Insecurity

0.01

0.02

Low Student-Counselor Ratio

0.03

0.13

Poor Academic Performance

0.08

Poor Reputation

0.06

Not Fully Adopting Technology

0.01

0.03

Inequity and Inequality

0.05

0.10

Poverty

0.08

Totals

1.00

2.13

The following are my eight factors (i.e., 4 strengths, 4 weaknesses).

Four Strengths. The following four strengths were identified from my Internal Factor Evaluation (see Table 6): (a) High Accountability, (b) High Student Engagement, (c) Racial Representation, and (d) Enough Staff.

High Accountability.
For any organization’s success, accountability is key since it guides the organizational stakeholders in whatever they are doing. Francis (2016) argues that the introduction of accountability leads to high performance than would have happened without accountability. In such cases, teachers and students are ready to carry the blame for poor performance if it happens so. GHO has been ranked very high in terms of its accountability. The school can continually exploit this factor to grow the culture and through this, it will be able to lift the school’s grades and ensure transparency in the school management. Comment by Gina Peyton: Please look at template. These 8 are not numbered here. Just add the factor and ITALICIZE.

High Student Engagement.
At George H. Oliver Elementary School student engagement is high since the school holds events and has counselors to involve the students in various discussions. An engaged student is more empowered and can openly express the issues that they are facing, and such can easily be addressed by the administration. Deng (2021) indicates that higher student involvement in learning has fostered a supportive learning environment. Engagement helps learners deal with anxiety and develop a sense of belonging to the school (Moreira et al.,2018). Such a sense of comfort and belongingness is key in driving school objectives forward. Continued exploitation of this factor by George H. Oliver Elementary School is plus in driving the school toward achieving its academic objectives.

Racial Representation.
Even though not equal, there is quite a big diversity of students in George H. Oliver Elementary School, where several races are evident in the school enrollment. In their study, Benner and Crosnoe (2011) finds that diversity in schools is key to student brain development and brings a sense of belongingness to the learners. Diversity provides the students to have different life perspectives and hence opportunities for better cognitive exercises. Queens University of Charlotte. (2020) writes, ‘Diversity among students in education directly impacts their performance. Studies show that students work better in a diverse environment, enabling them to concentrate and push themselves further when there are people of other backgrounds working alongside them. George H. Oliver Elementary School can exploit its diversity expansion to tap from the benefits of diversity and racial inclusion. Comment by Gina Peyton: Comment by Gina Peyton: Fix all

Enough staff.
Globally, elementary schools are faced with the challenge of teacher shortages and very disappointing teacher-student ratios. Fewer than enough teachers have a greater impact on the performance in elementary schools since a greater student population for every teacher reduces student-teacher contact. Hence, teachers may not follow up on some students. Mwirigi and Muthaa (2015) established an association between staff shortage and the quality of teaching and learning. However, George H. Oliver Elementary School is in a better position since it has enough teachers serving the student population. Exploiting this advantage to increase student engagement is a drive in the right direction toward academic performance improvement.

Four Weaknesses. The following four weaknesses were identified from my Internal Factor Evaluation (see Table 6): (a) Staff Turnover, (b) Insecurity, (c) Poor Academic Performance, and (d) Poverty. Comment by Gina Peyton: No, you said you chose poverty. If you chose poverty then it should be listed among your four weaknesses.
Please fix this area.

Staff Turnover.
G.H.O. has a challenge with staff turnover since fewer teachers have been in the school for more than four years. Staff turnover has administrative and academic issues. For the students, time is wasted, and the high teacher turnover process takes a toll on the school’s resources in hiring new teachers. The Wing Institute (2019) reports that high teacher turnover dives resources away from the improvement of the schools and disproportionately affects schools with low academic performance and those poverty-stricken. In addition, it affects the school culture by increasing cases of indiscipline among the students and hence challenges in the management of the school (Adnot et al.,2017)

Insecurity.
Among the major issues the administration at George H. Oliver Elementary School must take care of is the insecurity within the area. Insecurity is not only a danger to the school property but also has physical and psychological repercussions on the students. Students may have reduced concentration as they may live in fear of attack while in their studies. Adams et al. (2021) reiterate the need to deal with school insecurity within the school system. A sustainable, secure environment is conducive to learning and is key to school performance.

Poor academic performance.
Geo H Oliver Elementary School has shown consistently low scores of G.H.O over time. In addition, student progress has also been slow and below average. New students and parents will shy away from such a school in favor of the ones that are better performing. According to Karande & Kulkarni (2015), poor performance in school lowers the student’s self-esteem and is equally a stressor for the parents and lowers the teacher’s motivation. A constant check and improvement are therefore needed to create success measures and strategies to improve performance at G.H.O.

Poverty.
Students at George H. Oliver Elementary School come to school each day with their own set of challenges. The challenges frequently interfere with educational process. Hunger, homelessness, and abuse are frequent problems of students at George H. Oliver. Elementary School. According to the National Center of Education Statistics, 19 percent of individuals under 18 lived in poverty during the 2015–16 school year. George H. Oliver Elementary School students lack resources at home to do homework or complete projects. Parents of students at George H. Oliver Elementary School often work long hours or jobs in the local gaming industry where they must travel over and hour each way to work daily. Students are often left to catch the bus or prepare themselves for school along. Poverty also causes increased absences in school.

Table 6

Four Srengths and Four Weaknesses Factors

Strengths factors

High Accountability

High Student Engagement

Racial Representation

Enough Staff

Weaknesses factors

Staff Turnover

Insecurity

Poor Academic Performance

Poverty Comment by Gina Peyton: Poverty should be listed here.

External Factor Evaluation (EFE)

An external factor evaluation matrix is a tool that allows strategists and planners within an organization to summarize and make an evaluation of the external factors that play within the operation of an organization. Using the EFE tool, one can determine whether an organization is better placed to take advantage of the already existing opportunities while minimizing the external threats and hence work towards its success. The tool helps formulate strategies for success and develop relevant and effective policies to govern the organization’s operation (Ben-Abdallah & Alshurideh,2022). The total score for this analysis is 3.10, implying that the school is above the average of 2.5. This implies the employment of strategies and focus on threats is not fully optimized to the firm’s full potential. EFE (2018) has shown that change in schools is a combination of administrative action and identification of the right policies applied in George H. Oliver Elementary School Comment by Gina Peyton: Again, go back to Excel and fix.

Table 7

External Factor Evaluation Matrix

Opportunities

Weight

Rating

Weighted score

Increased Volunteer Programs and Financial Aid

0.12 Comment by Gina Peyton: Fix where needed.

0.03

Increased Enrollment

0.14

0.07

Staff and Licensing

0.06

0.03

Increased Stakeholder Collaboration

0.04

0.01

Increased Adoption of Technology

0.40

0.10

Teacher Retention

0.05

Improved Reputation

0.06

0.03

Opportunity for Increased Student Engagement

0.16

0.04

A Well-Rounded Education

0.03

0.01

10.

Grade and Performance Improvement

0.02

Threats

Weight

Rating

Weighted score

Violence and Crime

0.22

0.88

Poor Performance Out of Poverty

0.02

0.08

Loss of Talented Manpower Due to High Turnover

0.05

0.10

Economic Decline and a Reduced Population

0.01

0.04

Bad Reputation

0.03

Lack of Racial Balance

0.08

Short and Non-Comprehensive Vision Statement

0.06

0.18

Inexperienced Teachers

0.01

0.04

Underfunding

0.05

0.15

10.

Low Student Diverse Population

0.08

0.16

Totals

1.000

3.10

The following are my eight factors (i.e., 4 opportunities, 4 threats).

Four Opportunities. The following were the four factors identified from the EFE analysis: (a) (b) staff licensing and certification., (c) increased stakeholder collaboration., (d) increased technology adoption, and (e) grade and performance improvement. Comment by Gina Peyton: Fix per the template (a), (b), etc.

Staff licensing and certification

. Certification and licensing of schools in GHO are very important since it ensures that those hired can deliver quality to the students. Certification for teachers is key to raising the student’s performance. A study by Tjabolo (2020) has concluded that certified teachers have good results compared to those who are not. Comment by Gina Peyton: Do not number, look at template.

Increased Stakeholder Collaboration.
Equally, students as stakeholders and parents must be constantly involved in their education as they can air their grievances on what can be improved. Degtjarjova et al. (2018) recognize the role of the stakeholders if a school is to succeed in its goals of delivering student achievement. Stakeholder collaboration is essential when wanting the community to invest in education. Building relationships are an important part of the success of a school. Parents are more likely to be engaged when they feel as if they are part of the educational process. Comment by Gina Peyton: You need to include 5-6 sentences…2 sentences is not enough. Please fix this entire section.

Increased Adoption of Technology.
Today, schools have been adopting technology, and this is one issue identified that GHO needs to capitalize on, given the dynamics. It will enable students to access more electronic materials, which they can access with the click of a button. This is in line with findings by Davies and West (2014), who find the need for students and teachers to be provided with technology systems while in the educational facilities. This is capable of driving school performance higher.

Grade and Performance Improvement
All the above factors, when put together with grade improvement, will help increase or raise the reputation of the school hence drawing more people into the school. Sagir et al. (2014) associate reputation with school performance, so there is a need for GHO to improve its performance for th sake of its reputation.

Four Threats. The EFE analysis identified the following threats: (a) inexperienced teachers, (b) loss of talented manpower due to high turnover, (c)lack of racial balance, and (d) underfunding. Comment by Gina Peyton: Fix per the template: (a), (b), etc.

Inexperienced Teachers.

GHO has, as of now, fewer experienced teachers due to the high teacher turnover leading to poor performance among the students. A study by Graham et al. (2020) indicates that years of experience impact children’s performance and the teacher’s quality. Therefore, this is a critical factor that must be considered in GHO. New teacher induction programs are helpful for inexperience teachers. George H. Oliver Elementary School is affected greatly by inexperienced teachers.

Loss of Talented Manpower Due to High Turnover.
Al-Suraihi et al. (2021) show that the effect of high turnover is dire for any given organization and that retention strategies must be adopted by the organization in the quest so to reduce the issues. At GHO, there is a high teacher turnover rate leading to loss of great brains, which must be prioritized.

Lack of Racial Balance.
Mar (2018) has indicated an association between school diversity and test scores for various students. This is a key issue seen in the case of GHO schools. Blacks are seen to be dominant in the school as compared to other schools, and this greatly impacts the schools. Changing the diversity balance will also help increase the school’s reputation in the long run.

Underfunding.
A
study by Arendse (2011) has shown the negative effect discriminatory funding can have on various schools since students, especially in marginalized areas, cannot have all enough materials they need for learning. This is the case for GHO. It needs to adapt to get funding to have enough resources to run the operation of the schools smoothly to increase its performance and improve the overall quality of education provided to learners.

Table 8

Four Opportunities and Four Threats Factors

Opportunities factors

Staff Licensing and Certification

Increased Stakeholder Collaboration

Increased Adoption of Technology

Grade and Performance Improvement

Threats factors

Inexperienced Teachers

Loss of Talented Manpower an High Turnover

Lack of Racial Balance

Underfunding

Part 2: Define the Problem

The purpose of this section is to develop a well-defined problem that is based on the evidence you analyzed in Part 1 and informed by current literature. After reviewing qualitative and quantitative information from Part 1, you may have identified several gaps or areas for growth. A primary factor for consideration as you defines which gap or area for growth you will select as the focus of the SRP is the current literature on similar or related problems. Thus, you will begin this section with a brief review of the related literature regarding the one factor you considered in identifying from one of the 16 factors (from Part 1B). Explain if it came from the strength, weakness, opportunity, or threat. Please note that you will communicate with your faculty member to determine which factor will be selected, as strategic planning is collaborating with others. Then, after synthesizing the literature you reviewed, you will formulate a clear, well-defined problem statement that is grounded in both the data you collected in Part 1 and the current literature. Start this section with an introduction where you will explain the importance of defining a problem and the topics you will cover in this section.

Synthesis of Literature Related to Problem

For students living in poverty-stricken areas like the one in question, students couple with underperformance which further reflects an overall poor performance on the part of the entire school. Rodriguez (2020) has indicated that families who are poverty-stricken must choose between sending children to school or providing them the basic needs. Further, poor infrastructure in the said schools is also associated with poor performance. This calls for educators to make changes to lift such students from the poverty-stricken situation and improve their overall performance. Sloan (2019) recognizes that there is quite a low opportunity for academic excellence for students in poverty-stricken areas compared to wealthy backgrounds. The opportunities to increase literacy, reading, and technology integration are seen as ways in which academic success for these students will be improved. Sloan (2019) recognizes the need for after-school programs in areas with high poverty levels to deal with poor performance. Further, Scoan (2019) adds that closing the financial gap will help in supporting children in the said communities to enhance opportunities for reading literacy for the said students. This situation is also said to be better improved if educators can create more inviting learning spaces by increasing school programs offered, providing free literature to students as well as helping students to build individual skills as well as having them self-regulating skills at times of stress and mental anguish (Bayless et al.,2018).
In their study, Korzeniowski et al. (2016) examined the relationship between executive functions and school performance (SP) in children from diverse economic situations. By measuring neuropsychological Executive functions (EF) and school achievement tests, the study found that EFs were a key predictor of the SP of the students. Impoverished family material and poor social and cultural conditions are directly related to poor school performance. Korzeniowski et al. (2016 further associate poverty with a negative impact on cognitive development, which buffers the progression of the learner performance in this case. A poor quality of cognitive stimulation at a young age implies a continued poor performance over the years. In poor backgrounds, children will most be under chronic situations characterized by stress and for which cognitive simulation lacks. In addition, parents with lower education performances, especially in these backgrounds, may read less or not at all to their children. The study recognizes the long-lasting academic effect of poverty on students. Korzeniowski et al. (2016) reiterates that implementing cognitive stimulation programs or the implementation of curriculum designs that strengthen cognitive control functions in low economically challenged children is key to the improvement of their school performance.
Webb (2021) reviews a case study on the ways that can be implemented to improve academic performance in poverty-stricken schools. The study recognized the role of relationships in schools and that non-academic strategies might be employed in the improvement of performance in poverty-stricken schools. Webb (2021) recognizes that the building of strong personal and educational relationships with students works a great deal in improving the academic performance of the said students. Strong relationships help in addressing the very needs of these learners and hence creates a new basis in which to introduce to them the culture of learning and increased improvement in term of their academics. Further, the study establishes that strong relationships between students and teachers help buffer any barriers that may stand in the way of the student to their academic performance. This is supported by Jensen (2013), who has posited that learners in poverty-stricken areas require strong and positive relationships that will help shape engagement in the classroom by nursing the effects they get from disruptive home relationships as well as financial stress and chronic situations from which they come. Webb (2021) argues that educators in high-poverty level schools need to invest in a learning environment that encourages the intentional building of a positive relationship between educators and learners. This will also entail the use of professional and purposeful guided teachers who recognizes the need for teachers to set aside time to assess the student as well as create meet-up plans to emotionally support the learners at personal levels. Educators can deal with the needs of the students through a personal approach and conducive relationships, which enables the students to speak out about the issues that affect their learning.

Summary of Findings

A literature review associates a strong link between poverty and poor academic performance in schools. Children from poor backgrounds may not even attend school since parents have to choose between providing for their needs and providing for any needs they require to be at school. To start with, due to a variety of reasons, children in poverty-stricken backgrounds have fewer opportunities for literacy and reading. This may be due to insufficient funding and the impact of having parents with low academic performance, which means that they may not be capable of helping their learners in their studies. In addition, low cognitive stimulation has been linked to poor performances due to chronic situations and stressful home environments within which these learners find that they are unable to manage better grades. Further, a link has also been identified between relationships and the performance of the learners. In cases where there is a strong personal relationship between the children and the teachers, it brings a more conducive environment in which teachers can deal with the learner’s issues from such a stage. Building strong and mutual understanding relations between the teachers and the learner is a key propeller to achieving better performance by such learners.

Research Methods

Refer to the above paragraph. Compile your evidence and validate (research) your claims of research methods you identified through your research for each of the five articles. All paragraphs must have at least 5 to 6 academic sentences with at least 2 to 3 current scholarly sources.

Pertinent Models, Frameworks, or Theories

Compile your evidence and validate (research) your claims of models, theories, etc. you identified through your research for each of your five selected items. All paragraphs must have at least 5 to 6 academic sentences with at least 2 to 3 current scholarly sources.

Summary of Findings

Compile your evidence and validate (research) your claims. From the studies and literature, identify the significant outcomes of the five selected studies and how they relate to your study. All paragraphs must have at least 5 to 6 academic sentences with at least 2 to 3 current scholarly sources.

Statement of the Problem

Begin with an introduction explaining the
one factor you considered in identifying the problem (from Part 2A). Explain if it came from the strength, weakness, opportunity, or threat. Compile your evidence and validate (research) your claims. All paragraphs must have at least 5 to 6 academic sentences with at least 2 to 3 current scholarly sources.

Description of the Context of the Problem

Compile your evidence and validate (research) your claims. Explain the context in which the problem takes place. The context is composed of a set of circumstances (such as time and physical space) where the research setting is located. For example, the social context, which encompasses all the cultural, economic, historical, etc. factors that are part of the identity and reality of a group of people and of the organization itself. All paragraphs must have at least 5 to 6 academic sentences with at least 2 to 3 current scholarly sources.

Scope and Significance of the Problem

Compile your evidence and validate (research) your claims. Explain the importance and significance of the problem identified. Place citations following APA 7th edition format. Use parenthetical citations and narrative quotations throughout your writing. All paragraphs must have at least 5 to 6 academic sentences with at least 2 to 3 current scholarly sources.

Rationale for Investigating the Problem

Compile your evidence and validate (research) your claims. Place citations following APA 7th edition format. Add two or three scholarly references to help you justify researching the problem. All paragraphs must have at least 5 to 6 academic sentences with at least 2 to 3 current scholarly sources.

Well-Defined Problem Statement

Compile your evidence and validate (research) your claims. Write the problem statement here. Begin by stating: The problem of the ABC organization is … All paragraphs must have at least 5 to 6 academic sentences with at least 2 to 3 current scholarly sources.

Part 3: Research Possible Solutions

DIRECTIONS OF PART 3. For this part, you will create your literature review and a minimum of 16 and a maximum of 25 research articles related to possible solutions to the selected problem. The research articles should address a minimum of four different possible solutions. Next, you will write a narrative synthesizing the findings of the studies you reviewed in this part and make connections to the studies you reviewed earlier in Part 2. The final product of this section will be a narrative of a
minimum of 15 full pages. Remember that your
paragraphs should consist of five to six sentences with support of current, scholarly sources.

In this opening/introductory paragraph, you will introduce this section which includes a description of, what is a solution in a strategic plan (support with research). Ultimately, you will introduce the four chosen possible solutions to your identified problem.

Possible Solutions

The four possible solutions selected are (a), (b), (c) and (d).

Possible Solution One: Solution Title

Explain why you selected this first solution. Provide a synthesis of the four or more sources you chose for this solution (see below).
From the required 16-25 sources of literature, you must conduct an analysis of a minimum of four (4) scholarly and academic articles related to this solution.
Do not include the title of the articles, only include the author and year of publication. For this section you need to include the following information when describing each of your four (4) selected articles: (a) the purpose/objective of the study; (b) what type of study was it…qual/quant/mixed, etc.; (c) brief description and number of the participants; (d) setting of the study; (e) how was the data collected…surveys, interviews, etc.; and (f) what were the results.

For example, the first study selected is X and X (year of publication). In this research, X and X performed x in order to be able to analyze x.

The next study is that of X and X (year of publication), who conducted a study x for x and it was developed in a school x and x passed.
The third study selected is that of X et al. (year of publication). This study was carried out in x school or organization and is related to solution 1 because …..
The fourth study is from X (year of publication). In this article X explains … The following should be covered:

Synthesis of Problems, Trends, Concepts, and Gaps.
Start your information right here (1-2 paragraphs). Gather your evidence and validate your assertions. Describe here the problems, trends, concepts, and gaps in each of your four or more articles you selected for this solution. Explain, how do all of these relate to your problem? Not from your perspective, but from the research.
Part 4 will give you the opportunity to give your opinions.

Compare Different Studies Highlighting Similarities, Differences, and Connections.
Start your information right here (1-2 paragraphs). Gather your evidence and validate your claims. Compare the four or more articles selected for this solution by describing the similarities, differences, and connections. Explain, how do all of these items relate to your problem? Not from your perspective, but from the research.
Part 4 will give you the opportunity to give your opinions.

Summary of Findings and Results of Possible Solution.
Start your information right here (1-2 paragraphs). Gather your evidence and validate your assertions. Synthesize the findings and results of the four articles for this solution. Explain in detail the findings and results for each of the four items.

Possible Solution Two: Solution Title

Explain why you selected this second solution.
From the required 16-25 sources of literature, you must conduct an analysis of a minimum of four (4) scholarly and academic articles related to this solution.
Do not include the title of the articles, only include the author and year of publication. For this section you need to include the following information when describing each of your four (4) selected articles: (a) the purpose/objective of the study; (b) what type of study was it…qual/quant/mixed, etc.; (c) brief description and number of the participants; (d) setting of the study; (e) how was the data collected…surveys, interviews, etc.; and (f) what were the results.

For example, the first study selected is X and X (year of publication). In this research, X and X performed x in order to be able to analyze x.
The next study is that of X and X (year of publication), who conducted a study x for x and it was developed in a school x and x passed.
The third study selected is that of X et al. (year of publication). This study was carried out in x school or organization and is related to solution 1 because …..
The fourth study is from X (year of publication). In this article X explains … The following should be covered:

Compare Different Studies Highlighting Similarities, Differences, and Connections.
Start your information right here (1-2 paragraphs). Gather your evidence and validate your claims. Compare the four or more articles selected for this solution by describing the similarities, differences, and connections. Explain, how do all these items relate to your problem? Not from your perspective, but from the research.
Part 4 will give you the opportunity to give your opinions.

Possible Solution Three: Solution Title

Explain why you selected this third solution.
From the required 16-25 sources of literature, you must conduct an analysis of a minimum of four (4) scholarly and academic articles related to this solution.
Do not include the title of the articles, only include the author and year of publication. For this section you need to include the following information when describing each of your four (4) selected articles: (a) the purpose/objective of the study; (b) what type of study was it…qual/quant/mixed, etc.; (c) brief description and number of the participants; (d) setting of the study; (e) how was the data collected…surveys, interviews, etc.; and (f) what were the results.

Compare Different Studies Highlighting Similarities, Differences, and Connections.
Start your information right here (1-2 paragraphs). Gather your evidence and validate your claims. Compare the four or more articles selected for this solution by describing the similarities, differences, and connections. Explain, how do all these items relate to your problem? Not from your perspective, but from the research.
Part 4 will give you the opportunity to give your opinions.

Possible Solution Four: Solution Title

Explain why you selected this fourth solution.
From the required 16-25 sources of literature, you must conduct an analysis of a minimum of four (4) scholarly and academic articles related to this solution.
Do not include the title of the articles, only include the author and year of publication. For this section you need to include the following information when describing each of your four (4) selected articles: (a) the purpose/objective of the study; (b) what type of study was it…qual/quant/mixed, etc.; (c) brief description and number of the participants; (d) setting of the study; (e) how was the data collected…surveys, interviews, etc.; and (f) what were the results.

Compare Different Studies Highlighting Similarities, Differences, and Connections.
Start your information right here (1-2 paragraphs). Gather your evidence and validate your claims. Compare the four or more articles selected for this solution by describing the similarities, differences, and connections. Explain, how do all these items relate to your problem? Not from your perspective, but from the research.
Part 4 will give you the opportunity to give your opinions.

Part 4: Select a Solution

Begin with an introduction paragraph explaining what you are going to do in this part. Make a connection between the previous part and this part.

Overview of the Four Solutions

Provide an overview of each of the four solutions from Part 3. One paragraph, approximately 5-6 academic sentences with current scholarly literature.

Advantages (Pros) and Disadvantages (Cons) of Solutions

Solution One: Solution Title

In this opening paragraph, introduce your Solution One. This section should be supported by the current scholarly literature; one paragraph, approximately 5-6 academic sentences.

Pros. Begin your information here. Include 1-2 advantages of selecting this solution to solve your problem.

Cons. Begin your information here. Include 1-2 disadvantages of selecting this solution to solve your problem.

Solution Two: Solution Title

In this opening paragraph, introduce your Solution Two. This section should be supported by the current scholarly literature; one paragraph, approximately 5-6 academic sentences.

Pros. Begin your information here. Include 1-2 advantages of selecting this solution to solve your problem.

Cons. Begin your information here. Include 1-2 disadvantages of selecting this solution to solve your problem.

Solution Three: Solution Title

In this opening paragraph, introduce your Solution Three. This section should be supported by the current scholarly literature; one paragraph, approximately 5-6 academic sentences.

Pros. Begin your information here. Include 1-2 advantages of selecting this solution to solve your problem.

Cons. Begin your information here. Include 1-2 disadvantages of selecting this solution to solve your problem.

Solution Four: Solution Title

In this opening paragraph, introduce your Solution Four. This section should be supported by the current scholarly literature; one paragraph, approximately 5-6 academic sentences.

Pros. Begin your information here. Include 1-2 advantages of selecting this solution to solve your problem.

Cons. Begin your information here. Include 1-2 disadvantages of selecting this solution to solve your problem.

Discussion of Barriers

In this opening paragraph, gather your evidence and validate your assertions. Provide an introduction regarding the importance of identifying barriers/obstacles of a solution. This section should be supported by the literature; one paragraph, approximately 5-6 academic sentences with current scholarly literature.

Solution One: Solution Title

In this opening paragraph, mention the barrier(s) you may face if you implement this solution to solve the problem. Describe how you would address the barrier for your organization. If there were no barriers, how would your organization accept the solution? If there were a barrier, how would you address each barrier? This section should be supported by the literature; one to two paragraphs, approximately 5-6 academic sentences with current scholarly literature.

Solution Two: Solution Title

Solution Three: Solution Title

Solution Four: Solution Title

Summary of Rationale for Selected Solution

In this opening paragraph, begin by explaining
which one solution you selected from the above listed four. From the solution you have chosen, identify your reasons for choosing this solution (e.g., it has the fewest organizational barriers, it offers the most benefits, it has been successful in organizations similar to yours). This section should be supported by the literature; one to two paragraphs, approximately 5-6 academic sentences with current scholarly literature.

Note: review entire paper (Parts 1-4) for additional relevant terms located in Part 1.

Part 5: Strategies to Accomplish the Selected Solution

Strategy One: Strategy Title

Explain why you selected this strategy and feel this would consider this strategy can help you implement the proposed solution. Please note that ALL narratives must be supported with scholarly resources 2015 to present. You will need at least two current scholarly sources; all paragraphs must have at least 5 to 6 academic sentences.

Synthesis of Literature Related to Strategy One

Include 2-3 paragraphs, and at a minimum, of two current scholarly sources per paragraph, to support this synthesis section. This is a synthesis of the literature, so be clear when validating your claims.

Strategy Two: Strategy Title

Synthesis of Literature Related to Strategy Two

Part 6: Evaluation of the Strategies

Quantitative Strategic Plan Matrix

In this introduction paragraph, explain the Quantitative Strategic Plan Matrix (QSPM) and reason why organizations utilize this process. This QSPM will include the original 40 factors selected in Part 1B. Be sure to include the scoring process in this section (i.e., weight, attractiveness score [0-4], total attractiveness score).

Please note that ALL narratives must be supported with scholarly resources 2015 to present. You will need at least two current scholarly sources; all paragraphs must have at least 5 to 6 academic sentences to support this section.

Evaluation of Internal Factor Evaluation

In this paragraph, include a narrative of your score relating to both or your internal strategies (see Table 9). Please note that ALL narratives must be supported with scholarly resources 2015 to present. You will need at least two current scholarly sources; all paragraphs must have at least 5 to 6 academic sentences to support this section.

Table 9

Quantitative Strategic Plan Matrix: Internal Factor Strengths and Weaknesses

Item

Weight

Xxxxx

Total AS

Strengths

Weaknesses

Total

1.00

#.##

Discussion of Internal Factors That Influence the Plan

In this section, explain the factors you gave an attractiveness score of 1-4. However, if you gave a zero (0), explain why you gave score. Include 1-2 paragraphs, and at a minimum, of two current scholarly sources per paragraph, to support this section.

Evaluation of External Factor Evaluation

In this paragraph, include a narrative of your score relating to both or your external strategies (see Table 10). Please note that ALL narratives must be supported with scholarly resources 2015 to present. You will need at least two current scholarly sources; all paragraphs must have at least 5 to 6 academic sentences to support this section.

Table 10

Quantitative Strategic Plan Matrix: External Factor Opportunities and Threats

Item

Weight

Xxxxx

Total AS

Opportunities

Threats

Total

1.00

#.##

Discussion of External Factors That Influence the Plan

First Alternative Attractiveness Score and Benefit for the Organization

Explain the First Alternative Strategy and the Total Attractiveness Score of your QSPM. In this explanation, your narrative will support the reasoning for this strategy to be implemented. Please note that ALL narratives must be supported with scholarly resources 2015 to present. You will need at least two current scholarly sources; all paragraphs must have at least 5 to 6 academic sentences to support this section.

Second Alternative Attractiveness Score and Benefit for the Organization

Explain the Second Alternative Strategy and the Total Attractiveness Score of your QSPM. In this explanation, your narrative will support the reasoning for this strategy to be implemented. Please note that ALL narratives must be supported with scholarly resources 2015 to present. You will need at least two current scholarly sources; all paragraphs must have at least 5 to 6 academic sentences to support this section.
Summary of Most Important Strategy

In this summary, explain the chosen strategy and why it is important to your organization in order to be implement (see Table 11). Please note that ALL narratives must be supported with scholarly resources 2015 to present. You will need at least two current scholarly sources; all paragraphs must have at least 5 to 6 academic sentences to support this section.

Table 11

Total Attractiveness Scores Across Analyses and Strategies

Item

Xxxxx

Internal factors

Strengths

Weaknesses

Internal factor total

External factors

Opportunities

Threats

External factor total

Total

#.##

Note. Rated on a scale of 0–4.

Part 7: Development of an Action Plan

The purpose of the action plan is to explain in detail how the strategy chosen in Part 6 will be implemented. In this opening paragraph, please explain the purpose of an action plan, supporting with literature. In addition, mention the strategy you selected from Part 6. Other sources and personal communications (refer to section 8.9 in the 7th edition of the APA Manual) may also be included in this Part to support your Action Plan. Please note that ALL narratives must be supported with scholarly resources 2015 to present. You will need at least two current scholarly sources; all paragraphs must have at least 5 to 6 academic sentences to support this section.

Action Steps

Identify 4-6 action steps/goals to support your action plan during your future implementation phase. Mandatory narrative with illustration as an option (e.g., seriation, APA table, figure) supported with literature. You will explain the different steps/goals that you will need to follow in order to implement the strategy. Please note that ALL narratives must be supported with scholarly resources 2015 to present. You will need at least two current scholarly sources; all paragraphs must have at least 5 to 6 academic sentences to support this section.
The
first action step is
xxxx xxxx. Explain, in detail, what this step consists of and support with literature.

The
second action step is
xxxx xxxx. Explain, in detail, what this step consists of and support with literature.

The
third action step is
xxxx xxxx. Explain, in detail, what this step consists of and support with literature.

The
fourth action step is
xxxx xxxx. Explain, in detail, what this step consists of and support with literature.

The
fifth action step is
xxxx xxxx. Explain, in detail, what this step consists of and support with literature.

Timeline

Mandatory narrative with illustration as an option (e.g., seriation, APA table, figure, Gantt chart) supported with literature. You need a clear plan for what you want to achieve in this potential implementation. Create a timeline for each action step. The timeline should take place with your organization´s fiscal year (e.g., July 1, 2022 – June 30, 2023). All paragraphs must have at least 5 to 6 academic sentences to support this section.

Roles and Responsibilities

Mandatory narrative supported with literature. Select the right people to accomplish the right things in the right way. In this section, you will explain the role and responsibilities of each person’s position and what they will accomplish in this action plan. Please note that ALL narratives must be supported with scholarly resources 2015 to present. You will need at least two current scholarly sources; all paragraphs must have at least 5 to 6 academic sentences to support this section.

Resources

Mandatory narrative supported with literature. Write about the resources and support that you will need to make the changes that your organization will need during your potential implementation. You need to include both, what is needed and what is available. Be specific. Please note that ALL narratives must be supported with scholarly resources 2015 to present. You will need at least two current scholarly sources; all paragraphs must have at least 5 to 6 academic sentences to support this section.

Organizational Support

Mandatory narrative supported with literature. Describe your collaborators or stakeholders of the organization that can potentially support the implementation. Be specific. Please note that ALL narratives must be supported with scholarly resources 2015 to present. You will need at least two current scholarly sources; all paragraphs must have at least 5 to 6 academic sentences to support this section.

Barriers or Resistance

Mandatory narrative supported with literature. Identify potential barriers or resistance that you may encounter in the process of implementation. Write a plan to overcome them. Please note that ALL narratives must be supported with scholarly resources 2015 to present. You will need at least two current scholarly sources; all paragraphs must have at least 5 to 6 academic sentences to support this section.

Evaluation

Mandatory narrative supported with literature. Explain how you would evaluate your progress while in route to your goals. Please note that ALL narratives must be supported with scholarly resources 2015 to present. You will need at least two current scholarly sources; all paragraphs must have at least 5 to 6 academic sentences to support this section.

Reflection on the Overall Experience

Mandatory narrative supported with literature. Provide a reflection on the Action Planning process. Please note that ALL narratives must be supported with scholarly resources 2015 to present. You will need at least two current scholarly sources; all paragraphs must have at least 5 to 6 academic sentences to support this section.

Part 8: Audio-Visual Presentation of SRP

Narrative of Electronic Presentation

Note: This section has two components: (a) written narrative, and (b) audio-visual presentation.
Instructions for written narrative. In this section, provide at least two paragraphs explaining what you covered in your audio-visual presentation. Pick what you feel your audience needs to know from your ESRP 9000 and 9001. Essentially you are describing the most relevant points of your SRP. Please note that ALL written narratives must be supported with scholarly resources 2015 to present. You will need at least two current scholarly sources; all paragraphs must have at least 5 to 6 academic sentences to support this section.
Instructions for audio-visual presentation. Students are required to prepare a narrated presentation using their preferred presentation software (i.e., MS PowerPoint, Keynote, or Google Slides) to explain their SRP. The presentation should be professional as if you were presenting to your organization or stakeholders (you
should not read verbatim from your presentation). Your audio-visual presentation should be between 15-20 minutes. Additional requirements for the presentation will be available in the Canvas Course. Must include a Reference Page and in-slide citations. You will post your audio-visual presentation in the Discussion Board, Part 8A of the Canvas Course. It will be the student’s responsibility to upload the proper presentation and then, ensure the link is properly published and operating correctly.

Peer Review Questions

Note: After watching each of your peer’s audio-visual presentation, you will (a) develop three questions per peer and submit in Discussion Board, Part 8B of the Canvas Course, and (b) address each of your peers’ questions.
In this introduction paragraph, you will make mention of the peer questions you received (see Appendix X). After reviewing each of your peer questions, write at least two paragraphs on what you learned from these questions. For example, did you find any common themes of the questions, do you feel some of the questions can help you with Part 9 of the SRP, such as recommendations, future research, and/or would have given you insight of your previous research.

Oral Defense of the SRP

In this opening paragraph, provide a reflection of your experience of the oral defense. In this reflection, only list the two questions provided by your instructor, listed in the below
Narrative Defense of Selected Questions level heading.

Narrative Defense of Selected Questions

In this section, provide two paragraphs, one paragraph per selected question, from your faculty. After your Oral Defense, please explain, in detail, the two questions that were covered.
Note: This defense will take place in the last Zoom meeting. In addition, all students must have completed all sections of Part 8 to include attending the entire Oral Defense with camera on, as full participation is required.

Part 9: Conclusion

Recommendations

Narrative: Provide information on possible recommendations (supported with literature). This will be written in future tense, what you think would be your recommendations in the event this project was implemented. This portion should have a minimum of two paragraphs. Please note that ALL narratives must be supported with scholarly resources 2015 to present. You will need at least two current scholarly sources; all paragraphs must have at least 5 to 6 academic sentences to support this section.

Final Conclusions

Narrative: Provide reflection/conclusion on the SRP process. Provide information about the possible finding/results if you were to implement the project. This portion should have a minimum of two paragraphs. Please note that ALL narratives must be supported with scholarly resources 2015 to present. You will need at least two current scholarly sources; all paragraphs must have at least 5 to 6 academic sentences to support this section.
Note: review entire paper for additional relevant terms located in Part 1. Your relevant term should match your Keywords in the Executive Summary (you should have a minimum of 4-5 relevant terms).

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Appendix A

School Mission Statement

George H. Oliver Elementary School Mission Statement
Through collaboration and continuous learning, George H. Oliver Elementary School will be a place of excellence where all students are engaged in high-quality real-world learning. A professional and highly motivated staff, in partnership with parents will encourage children to achieve their full potential and become responsible citizens who are lifelong learners.

Appendix B

School Vision Statement

George H. Oliver Elementary School Vision Statement

George H. Oliver Elementary School strives to guarantee each child a superior education through high quality integrated learning experiences.

Appendix C

School Value Statement

George H. Oliver Value Statement

Our organization emphasizes the importance of respect, responsibility, integrity, excellence, collaboration, creativity, and innovation. These values will be expressed in a way that speaks to our organization’s commitment to helping our students reach their fullest potential.

Effective Instructional Leadership in High Poverty, Majority Minority, Elementary Schools

by
Shawneequa Beal

A Strategic Research Project Submitted to the
Abraham S. Fischler College of Education
and School of Criminal Justice in Partial
Fulfillment of the Requirements for the
Degree of Doctor of Education

Nova Southeastern University
3

2023

Approval Page

Xxxx Xxxxxxxx, EdD or PhD
ESRP 9000 Faculty Member

Xxxx Xxxxxxxx, EdD or PhD
ESRP 9001 Faculty Member

Kimberly Durham, PsyD
Dean

Statement of Original Work

I declare the following:

Where another author’s ideas have been presented in this Strategic Research Project, I have acknowledged the author’s ideas by citing them in the required style.

___________________________

Name

___________________________
Date

Acknowledgments

Dedication

Executive Summary

Table of Contents

Part 2: Define the Problem #
Synthesis of Literature Related to the Problem #
Research Methods #
Pertinent Models, Frameworks, or Theories #
Summary of Findings #
Statement of the Problem #

Description of the Context of the Problem #

Scope and Significance of the Problem #
Rationale for Investigating the Problem #
Well-Defined Problem Statement #

Part 3: Research Possible Solutions #

Introduction #

Possible Solutions #
Possible Solution One: Solution Title #
Possible Solution Two: Solution Title #
Possible Solution Three: Solution Title #
Possible Solution Four: Solution Title #

Part 4: Select a Solution #

Overview of the Four Solutions #

Advantages (Pros) and Disadvantages (Cons) of Solutions #

Summary of Rationale for Selected Solution #

Part 8: Audio-Visual Presentation of SRP #
Narrative of Electronic Presentation #
Peer Review Questions #
Oral Defense of the SRP #
Narrative Defense of Selected Questions #

Part 9: Conclusion #
Recommendations #
Final Conclusions #

References #

Figures
1 Title in Initial Caps and Lower Case #
2 Title in Initial Caps and Lower Case #
3 Title in Initial Caps and Lower Case #
4 Title in Initial Caps and Lower Case #

Part 1: Critical Analysis

Description of the Setting

Organizational Background and History

The Mission Statement

The Vision Statement

The Value Statement

Organizational Reputation and Sustainability

Organizational Reputation:

O
rganizational Sustainability:

Relevant Terms

Academic Achievement refers to a student’s learning outcome of a school’s curriculum (Tian, 2018)

At-Risk Student is defined as student who is likely to perform poorly in school (Fazul, 2022)

Researched-Based Instructional Strategy is any teaching approach supported by a statistical analysis of data from the learning environment (Apostolou,2020)

Identify Potential Gaps or Areas for Growth

Strengths, Weaknesses, Opportunities, and Threats (SWOT)

Strengths. The following 10 factors are as follows (see Table 1).

5.
Higher Student Engagement.

Excellence in

The
Provision of Resources to Students.

7. Strong Mentorship

Table 1

Strengths

Factors

Strong Value Statement

Enough Staff

Online Accessibility

High Accountability

Higher Student Engagement

Excellence in the Provision of Resources to Students

Strong Mentorship

Wide Variety of Studies

Racial Representation and Gender Balance Comment by Gina Peyton:

Strong and Capable Administration

Weaknesses. The following 10 factors are as follows (see Table 2).

9. Inequity and Inequality

Table 2

Weaknesses

Factors

Staff Turnovers

Inexperienced Teachers

Low School Enrollment

Insecurity

Low Student Counselor Ratio

Poor Academic Performance

Poor Reputation

Not Fully Adopting Technology

Inequity and Inequality

Poverty

Opportunities. The following 10 factors are as follows (see Table 3).

2.
Increased Enrollment.

9. A Well-Rounded Education.

Table 3

Opportunities

Factors

Increased Volunteer Programs and Financial Aid Comment by Gina Peyton: Widen the table so this fits on one line.
Fix all tables as needed.

Increased Enrollment

Staff Licensing and Certification

Increased Stakeholder Collaboration

Increased Adoption of Technology

Teacher Retention

Improved Reputation

Opportunity for Increased Student Engagement

A Well-Rounded Education

Grade and Performance Improvement

Threats. The following 10 factors are as follows (see Table 4).

7. Short and Non-Comprehensive Vision Statement.

Table 4

Threats

Factors

Violence and Crime

Poor Performance Out of Poverty

Loss of Talented Manpower Due to High Turnover

Economic Decline Hence Reduced Population

Bad Reputation

Lack of Racial Balance

Short and Non-Comprehensive Vision Statement

Inexperience Teachers

Underfunding

Low Diverse Student Population

Internal Factor Evaluation (IFE)

Table 5

Internal Factor Evaluation Matrix

Strengths

Weight

Rating

Weighted score

Strong Value Statement

0.06 Comment by Gina Peyton: This entire table needs to be fixed. Only go over 2 decimals.
Example:
0.06 weighted score: 0.19
Remove red ink.
Please look at the Excel sheet I sent you.

0.19

Enough Staff

0.05

0.23

Online Accessibility

0.06

0.18

High Accountability

0.06

0.20

Higher Student Engagement

0.04

0.19

Excellent Provision of Resources to students

0.06

0.24

Strong Mentorship

0.04

0.90

Wide Variety of Studies

0.05

0.10

Racial Representation and Gender Balance

0.06

0.18

Strong and Capable Administration

0.03

Weaknesses

Weight

Rating

Weighted score

Staff Turnover

0.02

0.07

Inexperienced Teachers

0.02

0.06

Low School Enrollment

0.05

0.10

Insecurity

0.01

0.02

Low Student-Counselor Ratio

0.03

0.13

Poor Academic Performance

0.08

Poor Reputation

0.06

Not Fully Adopting Technology

0.01

0.03

Inequity and Inequality

0.05

0.10

Poverty

0.08

Totals

1.00

2.13

The following are my eight factors (i.e., 4 strengths, 4 weaknesses).

Table 6

Four Strengths and Four Weaknesses Factors

Strengths factors

High Accountability

High Student Engagement

Racial Representation

Enough Staff

Weaknesses factors

Staff Turnover

Insecurity

Poor Academic Performance

Poverty Comment by Gina Peyton: Poverty should be listed here.

External Factor Evaluation (EFE)

Table 7

External Factor Evaluation Matrix

Opportunities

Weight

Rating

Weighted score

Increased Volunteer Programs and Financial Aid

0.12 Comment by Gina Peyton: Fix where needed.

0.03

Increased Enrollment

0.14

0.07

Staff and Licensing

0.06

0.03

Increased Stakeholder Collaboration

0.04

0.01

Increased Adoption of Technology

0.40

0.10

Teacher Retention

0.05

Improved Reputation

0.06

0.03

Opportunity for Increased Student Engagement

0.16

0.04

A Well-Rounded Education

0.03

0.01

10.

Grade and Performance Improvement

0.02

Threats

Weight

Rating

Weighted score

Violence and Crime

0.22

0.88

Poor Performance Out of Poverty

0.02

0.08

Loss of Talented Manpower Due to High Turnover

0.05

0.10

Economic Decline and a Reduced Population

0.01

0.04

Bad Reputation

0.03

Lack of Racial Balance

0.08

Short and Non-Comprehensive Vision Statement

0.06

0.18

Inexperienced Teachers

0.01

0.04

Underfunding

0.05

0.15

10.

Low Student Diverse Population

0.08

0.16

Totals

1.000

3.10

The following are my eight factors (i.e., 4 opportunities, 4 threats).

Staff licensing and certification

Inexperienced Teachers.

Table 8

Four Opportunities and Four Threats Factors

Opportunities factors

Staff Licensing and Certification

Increased Stakeholder Collaboration

Increased Adoption of Technology

Grade and Performance Improvement

Threats factors

Inexperienced Teachers

Loss of Talented Manpower an High Turnover

Lack of Racial Balance

Underfunding

Part 2: Define the Problem

The problem that I will be addressing is poverty. Poverty was identified as a weakness according to the SWOT analysis conducted. Past research studies have established a link between poverty and lower performance in school in poor social-economic backgrounds. Many schools in these areas are at risk of poor academic achievement in the children and a lack of motivation to perform. The child’s literacy and academic performance are buffered by poverty and associated factors. Sharif (2020) argues that students from poor backgrounds run the risk of students wilt low levels of academic achievement as well as reduced motivation. Poverty is one of the number one thing affecting academic performance at George H. Oliver Elementary School.

Synthesis of Literature Related to Problem

For students living in poverty-stricken areas like the one in question, students couple with underperformance which further reflects an overall poor performance on the part of the entire school. Rodriguez (2020) has indicated that families who are poverty-stricken must choose between sending children to school or providing them the basic needs. Further, poor infrastructure in the said schools is also associated with poor performance. This calls for educators to make changes to lift such students from the poverty-stricken situation and improve their overall performance. Sloan (2019) recognizes that there is quite a low opportunity for academic excellence for students in poverty-stricken areas compared to wealthy backgrounds. The opportunities to increase literacy, reading, and technology integration are seen as ways in which academic success for these students will be improved. Sloan (2019) recognizes the need for after-school programs in areas with high poverty levels to deal with poor performance. Further, Scoan (2019) adds that closing the financial gap will help in supporting children in the said communities to enhance opportunities for reading literacy for the said students. This situation is also said to be better improved if educators can create more inviting learning spaces by increasing school programs offered, providing free literature to students as well as helping students to build individual skills as well as having them self-regulating skills at times of stress and mental anguish (Bayless et al.,2018).
In their study, Korzeniowski et al. (2016) examined the relationship between executive functions and school performance (SP) in children from diverse economic situations. By measuring neuropsychological Executive functions (EF) and school achievement tests, the study found that EFs were a key predictor of the SP of the students. Impoverished family material and poor social and cultural conditions are directly related to poor school performance. Korzeniowski et al. (2016 further associate poverty with a negative impact on cognitive development, which buffers the progression of the learner performance in this case. A poor quality of cognitive stimulation at a young age implies a continued poor performance over the years. In poor backgrounds, children will most be under chronic situations characterized by stress and for which cognitive simulation lacks. In addition, parents with lower education performances, especially in these backgrounds, may read less or not at all to their children. The study recognizes the long-lasting academic effect of poverty on students. Korzeniowski et al. (2016) reiterates that implementing cognitive stimulation programs or the implementation of curriculum designs that strengthen cognitive control functions in low economically challenged children is key to the improvement of their school performance.
Webb (2021) reviews a case study on the ways that can be implemented to improve academic performance in poverty-stricken schools. The study recognized the role of relationships in schools and that non-academic strategies might be employed in the improvement of performance in poverty-stricken schools. Webb (2021) recognizes that the building of strong personal and educational relationships with students works a great deal in improving the academic performance of the said students. Strong relationships help in addressing the very needs of these learners and hence creates a new basis in which to introduce to them the culture of learning and increased improvement in term of their academics. Further, the study establishes that strong relationships between students and teachers help buffer any barriers that may stand in the way of the student to their academic performance. This is supported by Jensen (2016), who has posited that learners in poverty-stricken areas require strong and positive relationships that will help shape engagement in the classroom by nursing the effects they get from disruptive home relationships as well as financial stress and chronic situations from which they come. Webb (2021) argues that educators in high-poverty level schools need to invest in a learning environment that encourages the intentional building of a positive relationship between educators and learners. This will also entail the use of professional and purposeful guided teachers who recognizes the need for teachers to set aside time to assess the student as well as create meet-up plans to emotionally support the learners at personal levels. Educators can deal with the needs of the students through a personal approach and conducive relationships, which enables the students to speak out about the issues that affect their learning.
A literature review associates a strong link between poverty and poor academic performance in schools. Children from poor backgrounds may not even attend school since parents have to choose between providing for their needs and providing for any needs they require to be at school. To start with, due to a variety of reasons, children in poverty-stricken backgrounds have fewer opportunities for literacy and reading. This may be due to insufficient funding and the impact of having parents with low academic performance, which means that they may not be capable of helping their learners in their studies. In addition, low cognitive stimulation has been linked to poor performances due to chronic situations and stressful home environments within which these learners find that they are unable to manage better grades. Further, a link has also been identified between relationships and the performance of the learners. In cases where there is a strong personal relationship between the children and the teachers, it brings a more conducive environment in which teachers can deal with the learner’s issues from such a stage. Building strong and mutual understanding relations between the teachers and the learner is a key propeller to achieving better performance by such learners.

Research Methods

A literature review was carried out to establish a comprehensive summary of poverty and its relationship with education, its implications for school performance, and its effects on the school community and teachers. The study also sought to understand the effect poverty-stricken parents and neighborhoods have on children. The study was informed by Greever (2016), who reported that students in poverty are less receptive to the traditional method of instruction in the classroom. The review was carried out with a lot of thoroughness to ensure that the most relevant information was picked to avoid the irrelevancy that comes with traditional literature review methods (Snyder,2019). More importantly, the choice of articles was such that those utilized were peer-reviewed published within the last ten years.

Pertinent Models, Frameworks, or Theories

The implications of poverty on the education of the elementary school child are deeply touching, cutting through the physical, psychological, and educational health of the children. Many studies in the past have linked poverty and low academic achievement in schools based on various study methods. Poverty creates a multitude of stressors which stressors impede the concentration of the student learner. Murphy & Tobin (2016) have indicated that poverty-stricken students are low in terms of their grades and generally will report low-grade averages. In their dissertation, India (2016) submits that poverty among learners is a big implication for the child’s educational achievement, adding that such a situation can only be dealt with by the teacher who is well used to applying transformational leadership in their teaching methodology.
Another review by Lacour and Tissington (2016) has indicated that while the lack of resources affects populations within the United States disproportionately, poverty within the education system comes in the way of students unable to afford the very learning materials they need to propel their learning. Low academic achievement is closely related to low socioeconomic status, as documented in previous studies. However, there are still students living in poverty-stricken schools that, despite the challenges posed by poverty, can still stand out to be better performers. A study by Huddleston (2015) in Missouri found that in several areas with very high poverty levels, students could also stand out with a higher level of academic performance despite the buffers posed to their education by poverty. A lead researcher in his study as well as a learning expert Miller posited that in the very urban areas, the neighboring situation could be highly implicating on the children during their education, with them either being supportive or detrimental to the success of the learners in a particular educational institution. (Miller et al.,2019). This is the case with poverty. It affects different learners differently and hence has a general impact on their academic performance.

Summary of Findings

The literature review, as well as the consideration of the factor of poverty within the present study, finds a deep correlation between poverty and poor educational achievement. Learners who are in poverty-stricken areas are prone to lack the needed resources to go on with their studies. Further, poverty deviates the learners’ concentration given the experiences that capture their minds from their neighborhoods. Huddleston (2015) finds that children in poverty-stricken areas can still perform. However, there are still wide implications and challenges cross cutting that limit the learners’ academic performance in low socio-economic areas. In addition, the poverty neighborhoods in schools are seen to come in as a disadvantage to the school rather than an advantage as with schools located in richer social, economic, and classy communities.

Statement of the Problem

Description of the Context of the Problem

Scope and Significance of the Problem

Rationale for Investigating the Problem

Well-Defined Problem Statement

Part 3: Research Possible Solutions

Possible Solutions

The four possible solutions selected are (a), (b), (c) and (d).

Possible Solution One: Solution Title

For example, the first study selected is X and X (year of publication). In this research, X and X performed x in order to be able to analyze x.

Possible Solution Two: Solution Title

Compare Different Studies Highlighting Similarities, Differences, and Connections.
Start your information right here (1-2 paragraphs). Gather your evidence and validate your claims. Compare the four or more articles selected for this solution by describing the similarities, differences, and connections. Explain, how do all these items relate to your problem? Not from your perspective, but from the research.
Part 4 will give you the opportunity to give your opinions.

Possible Solution Three: Solution Title

Compare Different Studies Highlighting Similarities, Differences, and Connections.
Start your information right here (1-2 paragraphs). Gather your evidence and validate your claims. Compare the four or more articles selected for this solution by describing the similarities, differences, and connections. Explain, how do all these items relate to your problem? Not from your perspective, but from the research.
Part 4 will give you the opportunity to give your opinions.

Possible Solution Four: Solution Title

Compare Different Studies Highlighting Similarities, Differences, and Connections.
Start your information right here (1-2 paragraphs). Gather your evidence and validate your claims. Compare the four or more articles selected for this solution by describing the similarities, differences, and connections. Explain, how do all these items relate to your problem? Not from your perspective, but from the research.
Part 4 will give you the opportunity to give your opinions.

Part 4: Select a Solution

Begin with an introduction paragraph explaining what you are going to do in this part. Make a connection between the previous part and this part.

Overview of the Four Solutions

Provide an overview of each of the four solutions from Part 3. One paragraph, approximately 5-6 academic sentences with current scholarly literature.

Advantages (Pros) and Disadvantages (Cons) of Solutions

Solution One: Solution Title

In this opening paragraph, introduce your Solution One. This section should be supported by the current scholarly literature; one paragraph, approximately 5-6 academic sentences.

Pros. Begin your information here. Include 1-2 advantages of selecting this solution to solve your problem.

Cons. Begin your information here. Include 1-2 disadvantages of selecting this solution to solve your problem.

Solution Two: Solution Title

In this opening paragraph, introduce your Solution Two. This section should be supported by the current scholarly literature; one paragraph, approximately 5-6 academic sentences.

Pros. Begin your information here. Include 1-2 advantages of selecting this solution to solve your problem.

Cons. Begin your information here. Include 1-2 disadvantages of selecting this solution to solve your problem.

Solution Three: Solution Title

In this opening paragraph, introduce your Solution Three. This section should be supported by the current scholarly literature; one paragraph, approximately 5-6 academic sentences.

Pros. Begin your information here. Include 1-2 advantages of selecting this solution to solve your problem.

Cons. Begin your information here. Include 1-2 disadvantages of selecting this solution to solve your problem.

Solution Four: Solution Title

In this opening paragraph, introduce your Solution Four. This section should be supported by the current scholarly literature; one paragraph, approximately 5-6 academic sentences.

Pros. Begin your information here. Include 1-2 advantages of selecting this solution to solve your problem.

Cons. Begin your information here. Include 1-2 disadvantages of selecting this solution to solve your problem.

Discussion of Barriers

Solution One: Solution Title

Solution Two: Solution Title

Solution Three: Solution Title

Solution Four: Solution Title

Summary of Rationale for Selected Solution

Note: review entire paper (Parts 1-4) for additional relevant terms located in Part 1.

Part 5: Strategies to Accomplish the Selected Solution

Strategy One: Strategy Title

Synthesis of Literature Related to Strategy One

Strategy Two: Strategy Title

Synthesis of Literature Related to Strategy Two

Part 6: Evaluation of the Strategies

Quantitative Strategic Plan Matrix

Evaluation of Internal Factor Evaluation

Table 9

Quantitative Strategic Plan Matrix: Internal Factor Strengths and Weaknesses

Item

Weight

Xxxxx

Total AS

Strengths

Weaknesses

Total

1.00

#.##

Discussion of Internal Factors That Influence the Plan

Evaluation of External Factor Evaluation

Table 10

Quantitative Strategic Plan Matrix: External Factor Opportunities and Threats

Item

Weight

Xxxxx

Total AS

Opportunities

Threats

Total

1.00

#.##

Discussion of External Factors That Influence the Plan

First Alternative Attractiveness Score and Benefit for the Organization

Second Alternative Attractiveness Score and Benefit for the Organization

Table 11

Total Attractiveness Scores Across Analyses and Strategies

Item

Xxxxx

Internal factors

Strengths

Weaknesses

Internal factor total

External factors

Opportunities

Threats

External factor total

Total

#.##

Note. Rated on a scale of 0–4.

Part 7: Development of an Action Plan

Action Steps

The
second action step is
xxxx xxxx. Explain, in detail, what this step consists of and support with literature.

The
third action step is
xxxx xxxx. Explain, in detail, what this step consists of and support with literature.

The
fourth action step is
xxxx xxxx. Explain, in detail, what this step consists of and support with literature.

The
fifth action step is
xxxx xxxx. Explain, in detail, what this step consists of and support with literature.

Timeline

Roles and Responsibilities

Resources

Organizational Support

Barriers or Resistance

Evaluation

Reflection on the Overall Experience

Part 8: Audio-Visual Presentation of SRP

Narrative of Electronic Presentation

Peer Review Questions

Oral Defense of the SRP

Narrative Defense of Selected Questions

Part 9: Conclusion

Recommendations

Final Conclusions

References

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Aminu Umar, A., Muhammad, N., & Hassan, I. (2020). Strategic Planning Process and Organizational Performance in Nigerian Public Sector: A Review of Literature. International Journal of Academic Research in Business and Social Sciences, 10(7), 367-382.
Antonietti, C., Cattaneo, A., & Amenduni, F. (2022). Can teachers’ digital competence influence technology acceptance in vocational education. Computers in Human Behavior, 132, 107266.
Apostolou, B., Dorminey, J. & Hassell, J. (2020). Accounting education literature review (2019).
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Ghorab, H., & Al-Khaldi, J. (2016). School violence and its effects on children’s attitudes towards education and their academic achievement: Research study.

Graham, L. J., White, S. L., Cologon, K., & Pianta, R. C. (2020). Do teachers’ years of experience make a difference in the quality of teaching?. Teaching and teacher education, 96, 103190.
Greever, S. (2016). Poverty in Education. Online Submission.
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Harris, India,(2016) “The achievement gap and students living in poverty: The role of core self-evaluation and transformational leadership in teachers” Dissertations, 2014-2019. 101.
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Appendix A

School Mission Statement

Appendix B

School Vision Statement

George H. Oliver Elementary School Vision Statement

George H. Oliver Elementary School strives to guarantee each child a superior education through high quality integrated learning experiences.

Appendix C

School Value Statement

George H. Oliver Value Statement

Problem statement

Student

Professor

Institutional affiliation

Course

Description of the Context of the problem

Many schools located in areas with lower socio-economic backgrounds have been victims of the poverty gap experienced in the neighborhood. This is because such school has such areas as the catchment grounds for the learners with whom they teach. A multitude of research has established a correlation between poverty and low academic achievement in schools in such areas. Students are at risk of very low grades with a very diminished motivation to perform, given the environment so brought about by poverty in such localities (Sharif,2020). The poor performance in the said schools has been seen as emanating from lack of enough resources, implications on motivation concentration among many others that buffer learning in the said institutions.

Scope and Significance of the Problem

The institution in question is a victim of poverty neighborhood which speels dooms for the achievement of the learners in the given institution. Given the working condition of the parents in the said place, their children are looking toward academic doom. With many parents in the location below the poverty line, parents have less time put aside in which they can guide their learners on various areas which they(children) may deem difficult when no guidance is not provided. It is even more, worse since majority of the parents in these backgrounds are less educated, and hence they will be of less help to the students when it comes to homework and assignments. In its 2021 press release, the United States Census Bureau (2021) reported that the estimated poverty for school-age children was 13.2% in 2019. It is quite regrettable that even in some counties, the rate is higher than the national average. Sosnowski (2013) has shown that one in 5 children in the United States lives in poverty. High schools from poor backgrounds recorded a dropout rate of 8.7 percent in 2008 compared to 2% from high-income backgrounds. The performance gap shows the great role poverty plays in hampering the education of the average American child.

The rationale for Investigating the Problem

Education has widely been regarded as the greatest equalizer. However, poor backgrounds pose a danger and a disadvantage to the other schools going children, given the many challenges brought in by poverty to the education of the child. Given the American education system, children from poor backgrounds are exposed to a lack of stable jobs after school. McKenzie (2019) shows that the learning and behavior of students are highly impacted by the poverty factor in any given circumstance. Rodriguez (2020) has indicated a typical vicious cycle between lack of education and poverty. While lack of education speeds people into poverty, poverty also buffers the learning of school-going children. In a variety of ways, poverty impedes learning, and hence the educational achievement of the affected person is highly affected. These implication means that identification of the correlation between poverty and education is key to addressing the poor performance witnessed in schools out of poverty.

Well-Defined Problem Statement

A cause-effect relationship has been established between poverty and low achievement in education. Poverty in the neighborhood of schools and within the parents has effects on the very children in such schools and birthed to such parents. Learners are less motivated to learn when there is a lack of resources needed for their learning. Lack of basic needs at home leads to reduced concentration, retention, and dropouts in the advanced levels of education. Borgen (2018) indicates that hunger-stricken children will have difficulty concentrating and may be subject to daydreaming. The effects, among many others, accumulate to impede the learning of the student and hence spell doom for the said children in the so situation.

References

Borgen, C. (2018, March 11). Effects of Hunger on Education | The Borgen Project. The Borgen Project. https://borgenproject.org/effects-of-hunger-on-education/

McKenzie, K. (2019). The Effects of Poverty on Academic Achievement. BU Journal of Graduate Studies in Education, 11(2), 21-26.

Rodriguez, L. (2020). Understanding how poverty is the main barrier to education.

Sharif, S. H. (2020). Impact of Poverty on the Academic Performance. Selected Students in the North Bengal of Bangladesh: A Short Analysis. GRIN Verlag.

Sosnowski, J. (2013). Statistics on How Poverty Affects Children in Schools. Seattlepi.com. https://education.seattlepi.com/statistics-poverty-affects-children-schools-3636.html

United States Census Bureau, U. C. (2021.). Census Bureau Releases Small Area Income and Poverty Estimates for States, Counties and School Districts. Census.gov. https://www.census.gov/newsroom/press-releases/2021/saipe.html

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