Chat with us, powered by LiveChat 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 - Writeedu

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

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. , 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.

My one factor is Poverty It came from a weakness.  


Addressing Poor Performance Out of Poverty



Institutional affiliation


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 have to 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.


Bayless, S. D., Jenson, J. M., Richmond, M. K., Pampel, F. C., Cook, M., & Calhoun, M. (2018).

Effects of an afterschool early literacy intervention on the reading skills of children in publichousing communities. Child & Youth Care Forum 47(4), 537-561. doi:10.1007/s10566-018-9442-5

Jones, S. M., Brown, J. L., & Aber, J. L. (2011). Two-year impacts of a universal school-based

Korzeniowski, C., Cupani, M., Ison, M. S., & Difabio de Anglat, H. (2016). School performance and poverty: the mediating role of executive functions.

research. Child Development, 82(2), 533-554. doi: 10.1111/j.1467-8624.2010.01560.x

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

Sloan, T. (2019). Supporting Students Living in Poverty. BU Journal of Graduate Studies in Education, 11(1), 51-55.

social-emotional and literacy intervention: An experiment in translational developmental

Webb, E. R. (2021). Improving Academic Achievement for Students in Poverty: A Case Study Analysis of a Rural Elementary School (Doctoral dissertation, Virginia Tech).


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


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



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


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.







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


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 #


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 #


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2 Title in Initial Caps and Lower Case #

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2 Title in Initial Caps and Lower Case #

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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 (, 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 a

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