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CLOSING THE ACHIEVEMENT GAP:
A STATEWIDE IMPERATIVE
by
Katherine H. Fundukian
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 Katherine H. Fundukian
Object Description
| Title | Closing the achievement gap: a statewide imperative |
| Author | Fundukian, Katherine H. |
| Author email | fundukia@usc.edu; fundukian@yahoo.com |
| 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 | 2009-05-06 |
| Advisor (committee chair) | Gothold, Stuart |
| Advisor (committee member) |
Escalante, Michael F. Garcia, Pedro |
| Abstract | The purpose of the study was to methodically examine Valley Forge High School -- a high school that had, steadily and systemically, reduced the achievement gap by improving the performance of traditionally under-performing sub-groups: Hispanic, socio-economically disadvantaged, and English Language Learners. Through a thorough investigation, three main themes emerged as playing a pivotal role in increasing student performance: high expectations for student achievement, academic support to meet those expectations, and the collaborative, reflective practice of teachers. These are congruent with many of the elements discussed within the research, and especially echo the recommendations of Education Trust: progress is gained through additional emphasis on curriculum, standards, intervention opportunities, and pedagogy.; At VFHS, specific programs, practices, and strategies have been developed to promote learning in all core subject areas in this school. Academic support is tiered to meet the varying levels of student need. The progression of this support spirals up, building upon what is learned. The programs incorporate past learning with new learning in a methodical, sequential manner. Teachers use data as they reflect upon their practices and as they develop re-teaching strategies. Teachers within departments collaborate to ensure parity in coursework as they articulate both vertically and horizontally. |
| Keyword | achievement gap; learning; collaboration; sub-groups; teacher quality |
| 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-m2119 |
| Rights | Fundukian, Katherine H. |
| 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-Fundukian-2823 |
| Archival file | uscthesesreloadpub_Volume17/etd-Fundukian-2823.pdf |
Description
| Title | Page 1 |
| Full text | CLOSING THE ACHIEVEMENT GAP: A STATEWIDE IMPERATIVE by Katherine H. Fundukian 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 Katherine H. Fundukian |
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