Dippo, Donald A.Duffus, Glenford Grandville2021-07-062021-07-062021-012021-07-06http://hdl.handle.net/10315/38426With the persistent increase in the number of students living in poverty coupled with community pressure to improve academic achievement for all learners, educational leaders have been pursuing initiatives to enhance success for all their students. This researcher surveys the literature on the correlation between academic achievement and socio-economic status in twenty-five elementary inner city schools in Toronto. The study examines leadership and professional learning communities (PLCs) in high performing schools serving students from poor communities. The mixed methods sequential approach was applied. Stratified sampling strategy was used to collect Education Quality and Accountability Office (EQAO) data on grade three students in reading, writing and mathematics for three consecutive years in order to identify high performing schools. Teacher questionnaires were administered to explore the impact of leadership and professional learning communities (PLCs) in developing instructional practices. Information collected from principals' interviews explores leadership practices that support educational achievement in high performing schools. Results from the findings will support schools in their attempts to accomplish enhanced academic achievement for all learners.Author owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.Educational leadershipElectronic Thesis or Dissertation2021-07-06LeadershipAcademic AchievementPovertyEquityProfessional Learning CommunitiesEconomically Disadvantaged