Student and Teacher Perceptions of Student Capabilities and Their Relationships to Learning Experiences in a High-Poverty Rural School

Background and Purpose. This study was designed to identify, delineate, and explain the significant factors contributing to high school students’ relatively better graduation outcomes in a high-poverty rural region in New York State. Emphasis was placed on identifying key characteristics of the relationships between students’ and teachers’ perceptions of student capabilities and the qualities of student learning experiences. This study drew upon secondary data from a two-phase study of positive outlier schools identified as having significantly better graduation rates than other schools with similar demographic profiles. Informed by Mindset Theory and Authentic Learning Theory, the study examined how personal, social, and organizational factors relating to perceptions of student capability influenced student learning experiences. A complementary social-ecological framework was used to identify the influences of social and environmental factors on student engagement. Method. This qualitative study included 11 students (grades 11 and 12) and 12 teachers from one rural school who participated in interviews and focus groups relating to their learning and teaching experiences. This study employed a voice-centered analysis of the interview transcripts to identify themes across students and teachers in relation to the research questions. Findings. This analysis revealed that student engagement emerged from 1) synergistic and supportive relationships between students and teachers, 2) focused attention to building on students’ individual capabilities, and 3) the provision of authentic and engaging learning experiences. Conclusions and Implications. The research demonstrated how workforce stability and teachers’ self-reinforcing capability-enhancing teaching practices supported the sustainability of practices that enrich student learning experiences. Personal relationships proved crucial in building student self-efficacy and goal orientation, while distinctive rural advantages (e.g. smaller school size, strong social capital, and school-community connections) fostered authentic learning experiences. The study's integrated framework provides policymakers and practitioners with a replicable model for leveraging rural contextual strengths to transform high-poverty schools.