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CLOSING THE ACHIEVEMENT GAP:
WHAT CAN BE DONE?
by
Tammy Diane Steel
_______________________________________________________________________
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 Tammy Diane Steel
Object Description
| Title | Closing the achievement gap: what can be done? |
| Author | Steel, Tammy Diane |
| Author email | tsteel@wsd.k12.ca.us; tsteel@usc.edu |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education |
| School | Rossier School of Education |
| Date defended/completed | 2009-02-13 |
| Date submitted | 2009 |
| Restricted until | Unrestricted |
| Date published | 2009-04-28 |
| Advisor (committee chair) | Gothold, Stuart |
| Advisor (committee member) |
Stowe, Kathy Olsen, Carl |
| Abstract | The purpose of this study was to determine factors that impact student learning at high performing schools that have been successful in closing the achievement gap. In the investigation special attention was paid to programs, practices and instructional strategies that have contributed to their success.; We Made It School is tucked away within a community in Orange County, California. Their seventy-eight percent free and reduced lunch, continued API subgroup growth over the past three years, and statewide similar school rankings qualify them for this case study; Components of a case study used were: a staff survey; teacher and administration interviews; observations; and documentation review. The three research questions were used to analyze and synthesize the data collected from all the components.; All three-research questions were instrumental in the development of the survey, interview and observation questions.; 1. the thirty-seven question survey was analyzed with a four-point Likert scale that provided valuable information to the researcher; 2. interviews of teachers and administrators included: eight teachers; one support staff and two administrators; 3. an observational tool was used with Bowman and Deal’s four leadership frames in mind; 4. a document review of selected instruments gave an overall look at the school operation; The researcher set out to discover if a school that met a certain criteria and closing the achievement gap has programs, practices and strategies that promote closing the achievement gap. The research has demonstrated the evidence that proves the questions to be true. The importance of site leadership support has provided a positive environment that works diligently to meet the needs of all students. The lessons of involved leadership, connected students, quality system-wide changes and community involvement are the basis for their success. |
| Keyword | achievement gap; factors of the achievement gap; systemwide change; teacher connection; leadership; cultural awareness; high performing schools; professional learning communities; gap analysis; student connection |
| Geographic subject (county) | Orange County |
| Geographic subject (state) | California |
| 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-m2147 |
| Rights | Steel, Tammy Diane |
| 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-Steel-2790 |
| Archival file | uscthesesreloadpub_Volume32/etd-Steel-2790.pdf |
Description
| Title | Page 1 |
| Full text | CLOSING THE ACHIEVEMENT GAP: WHAT CAN BE DONE? by Tammy Diane Steel _______________________________________________________________________ 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 Tammy Diane Steel |
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