LEADING SCHOOLS IN POVERTY: PRINCIPAL PERCEPTIONS, KEY FACTORS, AND STRATEGIES TO ACADEMIC SUCCESS

Background: Principals working in high-poverty schools face many challenges when working with at-risk students. The achievement gap continues to increase; students do not meet grade-level standards because of the economic disparity that takes priority in their lives. This study utilized the perspective of principals to identify key factors and strategies they implement that can positively impact the academic success of economically disadvantaged students. Purpose: This study aimed to understand how three successful rural principals, located in Texas, lead campuses with accountability “A” as assigned by TEA despite meeting the poverty requirements as stated by the NCES (2020). Findings: This study highlighted the critical role principals play working in low-income schools in improving the academic success of the students. These successful principals have an “open door” policy that fosters relationships, ensuring participation, financial support, shared decision-making, and communication amongst all stakeholders. Conclusion: Findings suggested that rural school principals must involve all stakeholders to successfully implement strategies that can positively impact the academic success of low-income students.