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A CASE STUDY:
ONE SUCCESSFUL ELEMENTARY SCHOOL THAT REDUCED THE
ACHIEVEMENT GAP
by
Michele Taney Doll
A Dissertation Presented to the
FACULTY OF THE ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2009
Copyright 2009 Michele Taney Doll
Object Description
| Title | A case study: one successful elementary school that reduced the achievement gap |
| Author | Doll, Michele Taney |
| Author email | micheletaney@yahoo.com; mdoll@gusd.net |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2009-02-11 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-04-09 |
| Advisor (committee chair) | Gothold, Stuart |
| Advisor (committee member) |
Escalante, Michael Garica, Pedro |
| Abstract | Schools are focused on raising test scores for ALL students. There is a sense of urgency to ensure that scores for ALL students: especially, minority, poverty stricken, special education and English Language Learners increase and catch up to the White, Asian and affluent peers. Because not all schools and not all student scores in the schools are increasing at the same rate, the achievement gap is a major concern for educators across the nation. While there are many internal and external reasons why students are not achieving academically, the focus for this qualitative case study was on the internal factors specifically the programs, practices and strategies that one elementary school implemented within their instructional program. What came out of the data and the research suggest, for findings, schools need site leadership that work in tandem with teachers to provide time for laser like, focused collaboration on pacing guides, lesson development, common, frequent assessments and data analysis. School also benefit from a school wide instructional focus that incorporates a common instructional theme throughout all content areas. When a school has programs, practices and strategies in place, all student scores increase especially the scores of the minority, poverty-stricken, and English Language Learner students. The gap is shrinking and all student scores are increasing and more students are proficient. |
| Keyword | achievement gap; elementary school |
| Language | English |
| Part of collection | University of Southern California dissertations and theses |
| Publisher (of the original version) | University of Southern California |
| Place of publication (of the original version) | Los Angeles, California |
| Publisher (of the digital version) | University of Southern California. Libraries |
| Provenance | Electronically uploaded by the author |
| Type | texts |
| Legacy record ID | usctheses-m2071 |
| Rights | Doll, Michele Taney |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | http://www.usc.edu/isd/libraries/services/ask_a_librarian/email/ |
| Filename | etd-Doll-2675 |
| Archival file | uscthesesreloadpub_Volume44/etd-Doll-2675.pdf |
Description
| Title | Page 1 |
| Full text | A CASE STUDY: ONE SUCCESSFUL ELEMENTARY SCHOOL THAT REDUCED THE ACHIEVEMENT GAP by Michele Taney Doll A Dissertation Presented to the FACULTY OF THE ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2009 Copyright 2009 Michele Taney Doll |
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