Reimagining Equity for Suburban, Economically Disadvantaged Students

Many suburban educators are facing the growing challenge of meeting the needs of an increasing number of students from economically disadvantaged backgrounds. The purpose of this proposed qualitative phenomenological study is to investigate the perceptions and experiences of administrators and teachers in relation to effective school practices at high schools with large populations of students of economic disadvantage with high academic achievement. The researcher aims to propose effective practices for students of low-SES status at borderline schools facing similar challenges. This study will inform practitioners and decision-makers of effective programs for students from economically disadvantaged backgrounds in suburban schools.