Narrowing the Achievement Gap: Factors That Support English Learner and Hispanic Student Academic Achievement in an Urban Intermediate School

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Autor/in	Flores, Patricia Arleen
Titel	Narrowing the Achievement Gap: Factors That Support English Learner and Hispanic Student Academic Achievement in an Urban Intermediate School
Quelle	(2010), (209 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, University of Southern California
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-1-1097-7443-6
Schlagwörter	Hochschulschrift; Dissertation; Educational Strategies; Urban Schools; Academic Achievement; Achievement Gap; Minority Groups; Whites; Asian Americans; Racial Differences; Poverty; Socioeconomic Influences; Middle School Students; Cultural Influences; Culturally Relevant Education; Hispanic American Students; Equal Education; Access to Education; Teacher Expectations of Students; Instructional Leadership; Participative Decision Making; Cooperative Planning; Curriculum Development; Teaching Methods; Discipline; Teacher Student Relationship; Data Analysis; English (Second Language); School Personnel; Administrator Role; Educational Administration + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Lehrstrategie; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Schulleistung; Ethnische Minderheit; White; Weißer; Asian immigrant; United States; Asiatischer Einwanderer; USA; Rassenunterschied; Armut; Sozioökonomischer Faktor; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Cultural influence; Kultureinfluss; Hispanic; Hispanic Americans; Hispanoamerikaner; Studentin; Education; Access; Bildung; Zugang; Bildungszugang; Instruction; Leadership; Erziehung; Führung; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Teaching method; Lehrmethode; Unterrichtsmethode; Disziplin; Teacher student relationships; Lehrer-Schüler-Beziehung; Auswertung; English as second language; English; Second Language; Englisch als Zweitsprache; Schulpersonal; Bildungsverwaltung; Schuladministration; Schulverwaltung
Abstract	A persistent and pervasive disparity in academic achievement exists between ethnic minority and English Learner students and their White and Asian peers. This qualitative single-case study of a high-poverty, high-performing middle school focused on the cultural norms, practices, and programs that were perceived to be contributing to narrowing the achievement gap. Through interviews, observations, a survey of certificated staff, and review of school documents, the factors that were perceived to increase academic performance of Hispanic, low-income, and English Learner students were explored. The cultural norms of a compelling mission of inclusion, equity and access, high expectations, shared leadership, and collaboration were perceived to contribute to narrowing the gap. The practices of data analyses, standards alignment of curriculum, instruction, assessment and grading, school-wide instructional strategies, consistently enforced discipline practices, and strong student/staff relationships were perceived to contribute to narrowing the gap. Programs at the selected school were perceived as only moderately contributing to narrowing the achievement gap. A significant percentage of school staff, united by a compelling mission and provided with access to current accurate student achievement data, collaborate to develop solutions that address learning needs of students. Sustaining practices included intentional acculturation of new staff members to believe in a compelling mission, district office support and goal alignment, and time reserved for collaborative data analysis. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10