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ACHIEVEMENT GAP AND SUSTAINABILITY: A CASE STUDY OF AN
ELEMENTARY SCHOOL BRIDGING THE ACHIEVEMENT GAP
by
Sandra Jean Gray
____________________________________________________________________
A Dissertation Presented to the
FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF EDUCATION
May 2010
Copyright 2010 Sandra Jean Gray
Object Description
| Title | Achievement gap and sustainability: a case study of an elementary school bridging the achievement gap |
| Author | Gray, Sandra Jean |
| Author email | Sandragr@usc.edu; Graysj@fusd.net |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2010-02-19 |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-03-27 |
| Advisor (committee chair) | Gothold, Stuart |
| Advisor (committee member) |
Stowe, Kathy Hocevar, Dennis |
| Abstract | The achievement gap problem is a growing phenomenon in the United States of America. In many schools, minority student populations are failing at alarming rates and are looking at different outcomes than those of their White and Asian counterparts. However, a few schools are breaking through the barriers of poverty, poor school attendance, low academic achievement, low assessment results, and other factors that contribute to the achievement gap. These schools are scattered across the country in surprisingly few numbers but are making a marked difference in the lives of minority youths.; This case study examined one elementary school and its cultural norms, practices, and programs that have contributed to closing the achievement gap for minority student populations. Data were collected from four main sources: documents, surveys, interviews, and observations. The factors that emerged from Crestline Elementary School included collaboration as a cultural norm, shared leadership and differentiated instruction as a practice, and faithful implementation of the core literacy program for all students (specifically, English language learners). These factors were clearly evident in many settings and observations throughout the data collection process. The essential learning at Crestline could help similar schools to reduce the achievement gap and ensure that all students learn. |
| Keyword | achievement gap; sustainability |
| 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-m2883 |
| Rights | Gray, Sandra Jean |
| 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-Gray-3527 |
| Archival file | uscthesesreloadpub_Volume44/etd-Gray-3527.pdf |
Description
| Title | Page 1 |
| Full text | ACHIEVEMENT GAP AND SUSTAINABILITY: A CASE STUDY OF AN ELEMENTARY SCHOOL BRIDGING THE ACHIEVEMENT GAP by Sandra Jean Gray ____________________________________________________________________ A Dissertation Presented to the FACULTY OF THE USC ROSSIER SCHOOL OF EDUCATION UNIVERSITY OF SOUTHERN CALIFORNIA In Partial Fulfillment of the Requirements for the Degree DOCTOR OF EDUCATION May 2010 Copyright 2010 Sandra Jean Gray |
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