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13
American students and their White counterparts. According to Ladson-Billings
(2006), in 2005, the gap between Black and Latino fourth graders and their White
counterparts in reading scaled scores was more than 26 points. The difference in
eighth grade reading scores was more than 23 points. The fourth grade mathematics
gap between African American students and their White counterparts was more than
20 points (Education Commission of the States, 2005). The growing disparity in
scores threatens to be a steadily increasing trend that can persist over time.
Although the aforementioned information demonstrates a disparity, the
difference in academic performance between ethnic minorities and their White
counterparts is historic. Gallimore and Goldenberg (2001) note that prior to the
Brown decision, there was an accepted belief that minority children performed
poorly in school because their development was negatively affected by their social
conditions as well as innate intellectual inferiority, specifically with students of color
(Rothstein, 2004). Thus, there was an accepted belief that students of color suffered
from an intellectual deficit as well as a community deficit; it was accepted that
ethnic minority communities did not have the intellectual capital necessary to be
academically successful. However, researchers soon shifted perspectives and began
to notice it was not the deficit within communities and their inhabitants, but the
differences between communities that contributed to a gap in achievement.
Armor (2006) states that the Brown decision aimed to end legally sanctioned
segregation (de jure segregation); however, there has been an increase in de facto
segregation in both schools and communities following the Brown decision. Thus,
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 22 |
| Contributing entity | University of Southern California |
| Repository email | cisadmin@lib.usc.edu |
| Full text | 13 American students and their White counterparts. According to Ladson-Billings (2006), in 2005, the gap between Black and Latino fourth graders and their White counterparts in reading scaled scores was more than 26 points. The difference in eighth grade reading scores was more than 23 points. The fourth grade mathematics gap between African American students and their White counterparts was more than 20 points (Education Commission of the States, 2005). The growing disparity in scores threatens to be a steadily increasing trend that can persist over time. Although the aforementioned information demonstrates a disparity, the difference in academic performance between ethnic minorities and their White counterparts is historic. Gallimore and Goldenberg (2001) note that prior to the Brown decision, there was an accepted belief that minority children performed poorly in school because their development was negatively affected by their social conditions as well as innate intellectual inferiority, specifically with students of color (Rothstein, 2004). Thus, there was an accepted belief that students of color suffered from an intellectual deficit as well as a community deficit; it was accepted that ethnic minority communities did not have the intellectual capital necessary to be academically successful. However, researchers soon shifted perspectives and began to notice it was not the deficit within communities and their inhabitants, but the differences between communities that contributed to a gap in achievement. Armor (2006) states that the Brown decision aimed to end legally sanctioned segregation (de jure segregation); however, there has been an increase in de facto segregation in both schools and communities following the Brown decision. Thus, |
