The persistence of the achievement gap following the passage of the No Child Left Behind Act of 2001 necessitated an expansion of academic support programs designed to provide assistance to struggling students. The achievement gap threatened the future of substantial segments of the population and impeded the country’s human potential, economic viability, and societal cohesiveness. This collective case study explored how 22 Los Angeles County Distinguished High Schools with a population of at least 40% African American, Hispanic, socioeconomically disadvantaged, and/or English learner students used signature practices to narrow their achievement gap in the 2007-08 school year. A variety of school-based practices that had documented success in narrowing the achievement gap at high minority schools were analyzed. The Award winning schools demonstrated the capacity to elevate the performance of diverse student bodies, despite differences in student backgrounds, levels of preparation, socioeconomic status, and racial and ethnic differences. Data collection was a triangulation that consisted of an analysis of each school’s application for the Distinguished School Award, 34 one-on-one telephonic interviews with certificated staff at each of the schools, and an examination of each school’s test scores for two succeeding years following the Award. Recommendations based on an analysis of the research advocated improved data analysis and articulation with feeder middle schools, rigorous and interdisciplinary hands-on activities, expanded teacher collaboration and professional development, cohesive academic support programs, and schoolwide expectation for students to matriculate to post-secondary options regardless of socio-economic and other demographic factors.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 74/05(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Education Policy, Secondary education|
|Keywords:||Academic support, Achievement gap, California, Collaboration, Distinguished High Schools, Early warning signals, Engagement, Instructional strategies|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be