Abstract

This paper discusses a longitudinal study of North Carolina middle level student proficiency levels on standardized assessments since the shift to the Common Core curriculum. Student poverty and its impact on student achievement the focus of this paper, and this study analyzes long-term proficiency trends and while delving into inequity implications regarding socioeconomic status. Recognizing the impact of poverty on student achievement as measured by standardized tests, the author questions the explicit practices of teacher preparation programs in preparing teacher candidates to work with students of poverty, specifically pertaining to the middle level student.

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