Nearly all students from low鈥慽ncome households
Data about students' economic need comes from the National Center for Education Statistics, via our partners at MDR Education.
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We are a rural, low-income district, identified as Title I. Since the COVID-19 pandemic, we have been facing difficulties in bridging the learning gap and generating interest among students in mathematics.
In my classroom, I have observed that students respond well to digital simulations, color-coding methods, games, and problem-based learning that encourage them to explore mathematics.
Unfortunately, many families struggle to afford the necessary supplies for their children's education. With your support, we can ensure that all students receive the supplies they need to succeed in their mathematical learning.to succeed in their mathematical learning.
About my class
We are a rural, low-income district, identified as Title I. Since the COVID-19 pandemic, we have been facing difficulties in bridging the learning gap and generating interest among students in mathematics.
In my classroom, I have observed that students respond well to digital simulations, color-coding methods, games, and problem-based learning that encourage them to explore mathematics.
Unfortunately, many families struggle to afford the necessary supplies for their children's education. With your support, we can ensure that all students receive the supplies they need to succeed in their mathematical learning.to succeed in their mathematical learning.