ABSTRACT

Socio-economic status continues to be one of the strongest predictors of educational outcomes, as it has been since it came into prominence as a research issue more than thirty years ago. In this chapter we look at the way that colleagues in our partner districts and educators across the province understood and responded to poverty as an issue. In contrast to the two previous chapters, poverty is an example of an issue where the inward focus of schools leads to a limited response to a very powerful influence on school outcomes.