Abstract:
Closing the achievement gap is critical to the future of the nation, but more importantly it provides economically disadvantaged students a learning experience equivalent to their peers. Many districts attempt to battle low performance in Title I schools through special programs or addressing issues such as class size instead of taking into consideration whole child approach programs (National Education Association, 2007). Few studies address the effectiveness of a comprehensive approach such as the International Baccalaureate Primary Years Programme on the academic performance of economically disadvantaged students.
The purpose of this study was to examine the influence of the International Baccalaureate (IB) Primary Years Programme (PYP) on economically disadvantaged student performance in Title I elementary schools.
This study utilized a hermeneutical qualitative research design to gain an understanding of a specific socioeconomic group of IB PYP students from the perceptions and experiences of administrators and teachers. A total of six administrators and 100 IB PYP teacher participants were selected to address questions on the surveys and return it to the researcher.
Findings
Based on the participants’ responses themes were derived in the categories of (a) Teacher
Self-Reflection, (b) Faculty Growth Mindset, (c) Cultural Awareness and Action, (d)
Professional Learning About Equity, (e) Professional Learning, (f) School Leadership.
Conclusion
Traditional education provides foundational information for all students, but IB PYP may provide the framework to continue a successful journey for economically disadvantaged students. The knowledge of self-reflection, growth mindset, cultural awareness and action, professional learning about equity, professional learning, and school leadership are powerful components to combating the achievement gap for economically disadvantaged students.
