Dissertation/Thesis Abstract

The opportunity gap in high-achieving contexts: A quantitative study of the relationship between out-of school time, noncognitive competencies, and student achievement
by Baillie, Alicia J., Ed.D., California State University, Fullerton, 2014, 149; 3582088
Abstract (Summary)

This is a quantitative study that explores the opportunity gap in a context of high-achieving students in an effort to increase diversity in programs designed for high-achieving students. In particular, this study will explore the relationship between out-of-school-time activities (OSTA), noncognitive competencies, and student achievement. This research argues that differences in how out-of-school time is spent create differences in noncognitive competencies, called scholarly mindsets in this study, which in turn create differences in student achievement. Therefore, gaps in opportunities, as expressed in out-of-school time, create gaps in achievement.

Indexing (document details)
Advisor: Choi, Daniel
Commitee:
School: California State University, Fullerton
School Location: United States -- California
Source: DAI-A 76/07(E), Dissertation Abstracts International
Source Type: DISSERTATION
Subjects: Gifted Education, Education, Secondary education
Keywords: High-Achievers, Noncognitive Competencies, Opportunity Gap, Out-Of School Time
Publication Number: 3582088
ISBN: 9781321595444
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