The goal of this study was to examine whether school-based factors could significantly predict the variance in amount of achievement gap among schools. Using state-wide data from the Colorado Department of Education, the study compared teacher perceptions of school climate to overall academic achievement, as well as the difference in the percentages of White students and Latino students passing the Colorado state standardized academic assessment. Significant relationships were found when comparing school climate to both overall achievement and the amount of achievement gap within schools. Results indicate school climate as a potential avenue for promoting ethnic equity in education.
|Advisor:||Hess, Robyn S.|
|Commitee:||Bardos, Achilles N., Middleton, Valerie A., Rude, Harvey A.|
|School:||University of Northern Colorado|
|Department:||Applied Psychology & Counselor Education|
|School Location:||United States -- Colorado|
|Source:||DAI-A 77/03(E), Dissertation Abstracts International|
|Subjects:||Educational sociology, Educational psychology|
|Keywords:||Achievement gap, Equity, Latino education, School climate, School environment, Standardized testing|
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