Teachers' Perceptions of and Interactions with Economically Disadvantaged Students

Three years of data from the Georgia Office of Student Achievement revealed that economically disadvantaged (ED) students in 3rd, 4th, and 5th grade fell behind the total category of all students by 4% or more on the Criterion-Referenced Competency Test (CRCT). The lack of achievement gains among this subgroup of students continues to prevent schools from making adequate yearly progress. Guided by Bandura's theory that an individual's behavior affects his or her surroundings and self-perceptions, which in turn, impacts academic achievement, this qualitative study examined teachers' perceptions and interactions with ED students in order to improve pedagogical practices and increase achievement on the CRCT. Data were gathered through 17 teacher interviews and 14 classroom observations. Interview transcripts and the observation notes were analyzed using open coding and thematic analysis. Four themes emerged: teacher compassion, behavioral and emotional concerns, prerequisite skills, and making connections. The findings led to a project of professional-development training sessions for educators focusing on students' lack of prerequisite skills. The intent of the project is to eliminate barriers and provide resources that assist teachers as they address students' academic needs. Overall, this project disaggregated CRCT data to determine weakness and strengths, modified the math pacing guide to allow time for remediation of math skills, and provided technological math resources. The implications for positive social change are to empower educators to implement professional-development training at their schools as a result of research conducted within their schools.