This study measures poverty-level and second-language grant fund flexibility by detailing the process of fund dispersion, how funds are being used, and measuring the satisfaction rate of school-site fund coordinators with what they are able to purchase for their schools using these funds. A qualitative approach for data collection, synthesis, and analysis was used. Data originated from 6 interview scripts and 20 online questionnaires, all conducted with school-site fund coordinators. The study's population was from a large school district in California.
Social capital, second-language learner literacy acquisition, and Maslow's hierarchy of needs were used as theoretical frameworks, together indicating that enhancing students' social capital, using students' primary language, and fulfilling students' survival needs to the best of our abilities lowers affective filters and helps students to access English, thereby raising their learning capacity. The student capabilities used by educational programs to scaffold second-language learners' acquisition of knowledge, as well as how their abilities are measured, have been affected by a lack of diversity in state and federal leaders to the degree of invalidating assessments for many participants. By not acknowledging all capabilities of these student groups, a cycle of subjective social capital becomes cemented.
Elasticity is needed to enhance the response to students' needs when planning supplemental teacher training, purchasing learning materials, and developing student academic programs. For this reason, policies and funding structures supporting students with poverty and literacy challenges should respond to the needs of each specific school population while enforcing district and school-site accountability for the quality of academic support and stakeholder representation in decision-making processes.
|Commitee:||Mora-Flores, Eugenia, Picus, Larry|
|School:||University of Southern California|
|Department:||Education(Policy, Planning and Administration)|
|School Location:||United States -- California|
|Source:||DAI-A 72/10, Dissertation Abstracts International|
|Subjects:||English as a Second Language, Education Policy, Finance|
|Keywords:||Federal grants, Grant flexibility, Poverty, Second-language, Title I, Title III|
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