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For all the attention devoted to low-performing schools, precise definitions remain elusive. Traditionally, the low-performing label has been applied with a broad brush to “bad” schools having a wide range of perceived deficiencies: low academic expectations and achievement, high dropout rates, lack of discipline, inadequate facilities, and demoralized staff. While accounts of such schools are often anecdotal, the teachers, principals, and parents who tell the anecdotes can easily name the schools to avoid.
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