This research project analyzed student success, as measured by achievement tests, within communities of high poverty. The purpose was to develop a grounded theory that offered insights as to how schools located within communities of high poverty could experience success on achievement tests. A second, and equally critical focus of this research was to better understand how teachers and principals interpreted success on achievement tests. What did success on achievement tests mean for students and their chances to live the American Dream? Specific questions this study intended to answer included: Do some schools experience success on achievement tests even when social class predictors of academic success forecast differently? What is occurring in these schools that contributes to their success on achievement tests? How do teachers and school administrators interpret student success on achievement tests in connection to student life chances?
|Commitee:||Cambron-McCabe, Nelda, Carlson, Dennis, Dantley, Michael, Schwartz, Tammy|
|School Location:||United States -- Ohio|
|Source:||DAI-A 78/11(E), Dissertation Abstracts International|
|Subjects:||Educational sociology, Pedagogy, School Administration, Education, Elementary education, Teacher education, Organizational behavior|
|Keywords:||Achievement tests, Critical theory, Effective schools, Grounded theory, Postmodernism, Social reproduction theory|
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