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NARROWING THE ACHIEVEMENT GAP: FACTORS THAT SUPPORT ENGLISH
LEARNER AND HISPANIC STUDENT ACADEMIC ACHIEVEMENT IN AN
URBAN INTERMEDIATE SCHOOL
by
Patricia Arleen Flores
____________________________________________________________________
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 Patricia Arleen Flores
Object Description
| Title | Narrowing the achievement gap: Factors that support English learner and Hispanic student academic achievement in an urban intermediate school |
| Author | Flores, Patricia Arleen |
| Author email | paflores@usc.edu; paflores602@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2010-02-25 |
| Date submitted | 2010 |
| Restricted until | Unrestricted |
| Date published | 2010-04-14 |
| Advisor (committee chair) | Gothold, Stuart |
| Advisor (committee member) |
Rueda, Robert Hocevar, Dennis |
| Abstract | A persistent and pervasive disparity in academic achievement exists between ethnic minority and English Learner students and their White and Asian peers. This qualitative single-case study of a high-poverty, high-performing middle school focused on the cultural norms, practices, and programs that were perceived to be contributing to narrowing the achievement gap. Through interviews, observations, a survey of certificated staff, and review of school documents, the factors that were perceived to increase academic performance of Hispanic, low-income, and English Learner students were explored.; The cultural norms of a compelling mission of inclusion, equity and access, high expectations, shared leadership, and collaboration were perceived to contribute to narrowing the gap. The practices of data analyses, standards alignment of curriculum, instruction, assessment and grading, school-wide instructional strategies, consistently enforced discipline practices, and strong student/staff relationships were perceived to contribute to narrowing the gap. Programs at the selected school were perceived as only moderately contributing to narrowing the achievement gap. A significant percentage of school staff, united by a compelling mission and provided with access to current accurate student achievement data, collaborate to develop solutions that address learning needs of students. Sustaining practices included intentional acculturation of new staff members to believe in a compelling mission, district office support and goal alignment, and time reserved for collaborative data analysis. |
| Keyword | achievement gap; English learner; EL students; urban school; leadership; middle school; intermediate school; teacher collaboration; equity; school mission; school culture; school practice; school factors; high Expectations |
| 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-m2918 |
| Rights | Flores, Patricia Arleen |
| 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-Flores-3506 |
| Archival file | uscthesesreloadpub_Volume14/etd-Flores-3506.pdf |
Description
| Title | Page 1 |
| Full text | NARROWING THE ACHIEVEMENT GAP: FACTORS THAT SUPPORT ENGLISH LEARNER AND HISPANIC STUDENT ACADEMIC ACHIEVEMENT IN AN URBAN INTERMEDIATE SCHOOL by Patricia Arleen Flores ____________________________________________________________________ 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 Patricia Arleen Flores |
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