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URBAN SCHOOLS THAT HAVE NARROWED THE ACHIEVEMENT GAP:
MIDDLE SCHOOL MATH ACHIEVEMENT IN AN URBAN SETTING
by
Theodore Sagun
____________________________________________________________________
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 Theodore Sagun
Object Description
| Title | Urban schools that have narrowed the achievement gap: middle school math achievement in an urban setting |
| Author | Sagun, Theodore |
| Author email | theodor1114@yahoo.com; trsagun@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2010-02-26 |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-04-06 |
| Advisor (committee chair) | Gothold, Stuart E. |
| Advisor (committee member) |
Marsh, David Hocevar, Dennis |
| Abstract | The achievement gap is a persistent academic disparity between White and Asian students and ethnic minorities, English Language Learners, and low-income students. The academic disparity exists within the realm of mathematics. Although many factors are cited for contributing to the achievement gap, this study reviews institutional racism, meager institutional support, and poor mathematics instruction as contributors to poor academic achievement by historically poor or underperforming minority students. This case study is one of nine doctoral dissertations focused on the theme of urban schools that have narrowed the achievement gap with a focus on middle school algebra achievement. This study focused on an urban school that experienced sustained academic achievement in garnering at least 2 years of rising scores on the Academic Performance Index and the California Standardized Test (CST) as well as 3 consecutive years of at least 80% proficiency on the Algebra 1 CST. The author cites leadership, a collaborative community, data-driven culture, and instruction focused on conceptual understanding of standards to enhance student learning, especially in Algebra 1. This research raises questions regarding the value of curricular autonomy as opposed to a strong attachment to published curricula related to teaching subjects such as algebra. |
| Keyword | achievement gap; middle school; math; algebra |
| 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-m2896 |
| Rights | Sagun, Theodore |
| 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-Sagun-3505 |
| Archival file | uscthesesreloadpub_Volume23/etd-Sagun-3505.pdf |
Description
| Title | Page 1 |
| Full text | URBAN SCHOOLS THAT HAVE NARROWED THE ACHIEVEMENT GAP: MIDDLE SCHOOL MATH ACHIEVEMENT IN AN URBAN SETTING by Theodore Sagun ____________________________________________________________________ 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 Theodore Sagun |
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