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12
rules, structures, and practices—are simply not effacious enough to counter the
multiple forces that maintain that unequal status quo among and within schools” (p.
15). In order to better understand the gaps in effective educational reform (as it
applies to poverty stricken areas), it is necessary to distinguish the difference
between achievement and the opportunity to achieve.
Opportunity Gap
Within education research, there is a focus on closing the achievement gap.
However, it is necessary to recognize that the achievement gap’s origin is rooted in
limited opportunities to achieve.
Achievement Gap versus Opportunity Gap
The difference in academic performance between ethnic minorities and their
White counterparts is oftentimes referred to as the achievement gap (Bailey & Dziko,
2008); this difference in performance is often attributed to differences associated
with inconsistencies in the schooling system as well as limited access to the social
capital necessary to navigate the higher education landscape (Warren et al., 2009).
According to Bailey & Dziko (2008), American public schools are “based on an
outmoded system that was not designed to ensure the success of the wide diversity of
students that are currently enrolled” (p. 2).
Academic achievement can be measured in several different ways; however,
the most common assessment to determine students’ performance is the National
Assessment of Educational Progress (NAEP). Within this national assessment, it is
evident that there are large gaps in performance between Latino and African
Object Description
| Title | Co-constructing community, school and university partnerships for urban school transformation: Year two |
| Author | Woodyard, Savina M. |
| Author email | SavinaW@aol.com; savinaw@gmail.com |
| Degree | Doctor of Education |
| Document type | Dissertation |
| Degree program | Education (Leadership) |
| School | Rossier School of Education |
| Date defended/completed | 2011-03-22 |
| Date submitted | 2011 |
| Restricted until | Unrestricted |
| Date published | 2011-04-19 |
| Advisor (committee chair) | Rousseau, Sylvia G. |
| Advisor (committee member) |
Stowe, Kathy Huisong Marsh, David D. |
| Abstract | Community-school-university partnerships represent a new model of urban education reform that incorporates the overlapping spheres of influence in the transformation process. Co-constructed relationships between communities, schools and universities have the potential reshape organizational hierarchy and enable all partners to develop a new cultural model capable of transforming K-12 urban schools. This study the second and third year of one co-constructed community-school-university partnership that attempted to transform the cultural model of one urban high school.; The aim of this study is to identify and analyze the extent to which a community-school-university partnership is able to sustain elements of co-construction and other ongoing processes that are beneficial to the partnership. Also, the study will identify the persistent barriers to co-constructions and effective strategies to overcome those barriers within a community-school-university partnership. This study expands on the research conducted during the first year of the partnership’s operation and will offer insight as to the sustainability of the co-constructed processes between the community-school-university partnership. This study will also identify the methods in which the community-school-university partnership can develop a new cultural model for parental engagement in the interest of school transformation. |
| Keyword | partnership; co-construction; urban school; transformation; parental engagement |
| Geographic subject (state) | California |
| Geographic subject (country) | USA |
| Coverage date | 2000/2010 |
| 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-m3759 |
| Contributing entity | University of Southern California |
| Rights | Woodyard, Savina M. |
| Repository name | Libraries, University of Southern California |
| Repository address | Los Angeles, California |
| Repository email | cisadmin@lib.usc.edu |
| Filename | etd-Woodyard-4509 |
| Archival file | uscthesesreloadpub_Volume62/etd-Woodyard-4509.pdf |
Description
| Title | Page 21 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 12 rules, structures, and practices—are simply not effacious enough to counter the multiple forces that maintain that unequal status quo among and within schools” (p. 15). In order to better understand the gaps in effective educational reform (as it applies to poverty stricken areas), it is necessary to distinguish the difference between achievement and the opportunity to achieve. Opportunity Gap Within education research, there is a focus on closing the achievement gap. However, it is necessary to recognize that the achievement gap’s origin is rooted in limited opportunities to achieve. Achievement Gap versus Opportunity Gap The difference in academic performance between ethnic minorities and their White counterparts is oftentimes referred to as the achievement gap (Bailey & Dziko, 2008); this difference in performance is often attributed to differences associated with inconsistencies in the schooling system as well as limited access to the social capital necessary to navigate the higher education landscape (Warren et al., 2009). According to Bailey & Dziko (2008), American public schools are “based on an outmoded system that was not designed to ensure the success of the wide diversity of students that are currently enrolled” (p. 2). Academic achievement can be measured in several different ways; however, the most common assessment to determine students’ performance is the National Assessment of Educational Progress (NAEP). Within this national assessment, it is evident that there are large gaps in performance between Latino and African |
