Page 1 |
Save page Remove page | Previous | 1 of 159 | Next |
|
small (250x250 max)
medium (500x500 max)
large ( > 500x500)
Full Resolution
All (PDF)
|
This page
All
Subset |
CLOSING THE ACHIEVEMENT GAP IN A HIGH-PERFORMING
ELEMENTARY SCHOOL: A CASE STUDY
by
Vicki Soderman Roloff
_________________________________________________________________
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 Vicki Soderman Roloff
Object Description
| Title | Closing the achievement gap in a high performing elementary school |
| Author | Roloff, Vicki Soderman |
| Author email | vroloff@tusd.org; soderman@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 | 2009-04-29 |
| Advisor (committee chair) | Gothold, Stuart |
| Advisor (committee member) |
Stowe, Kathy Love, Laurie |
| Abstract | For decades, the achievement levels for disadvantaged students, students of color, non-Asian minority students, and English Language Learners fall behind the academic performance levels of their White and affluent classmates (Darling Hammond, 2007). The No Child Left Behind (NCLB) Act, which requires all students to be proficient in both English Language Arts (ELA) and mathematics by 2014 created horrendous demands on schools to increase student achievement and close the gap between all students. The challenge of NCLB is inflated even more for the State of California as the state has experienced a dramatic change in demographics over the last few decades.; This study employed a qualitative single case study design focused on one high performing urban elementary school setting in a city twenty miles east of Los Angeles, California. The purpose of this case study was to examine the programs, practices, and instructional strategies implemented to promote student achievement and close the achievement gap. For the purpose of this study, "achievement gap" was defined as the persistent disparity in academic performance between groups of students, particularly between affluent, white, or Asian students and students of poverty, color, minority students, and second language learners.; Four data collection methods were utilized to triangulate the data and analyze the findings. The methods used included document reviews, teacher and administrative surveys, interviews, and field observations.; The findings of this study were organized by internal and external factors identified to influence student achievement. The internal factors included instruction, curriculum, safety, and relationships. The external factors, those that occur outside of the school setting, were family, environment, income, and health. The research findings identified common practices utilized to close the achievement gap. These included highly qualified teachers, a standards-based curriculum, professional learning through collaboration, the use of data from frequent formative and summative assessments, and a culture of response to student learning. |
| Keyword | achievement gap; high performing; urban |
| 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-m2146 |
| Rights | Roloff, Vicki Soderman |
| 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-Roloff-2758 |
| Archival file | uscthesesreloadpub_Volume32/etd-Roloff-2758.pdf |
Description
| Title | Page 1 |
| Full text | CLOSING THE ACHIEVEMENT GAP IN A HIGH-PERFORMING ELEMENTARY SCHOOL: A CASE STUDY by Vicki Soderman Roloff _________________________________________________________________ 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 Vicki Soderman Roloff |
Comments
Post a Comment for Page 1
