This mixed, causal-comparative study was an investigation of culture infusion methods and AYP of two different public schools in Chicago, a school that infuses African culture and a school that does not. The purpose of the study was to identify if there was a significant causative relationship between culture infusion methods and Adequate Yearly Progress (AYP) for African-American students. Internal documents were used to find significant themes in culture infusion practices. Report card data was used to reveal third, fourth, fifth, and sixth grade students’ AYP information. The t-Test was used to compare the statistical significance of the difference between the means of two culturally different schools (Wasson, 2003). Significant themes emerged from the qualitative data collection and analysis: (a) curricula, (b) mission statements, (c) vision statements, (d) welcome letters, and (e) general information sections. The quantitative data revealed that ISAT scores-levels of 1 and 2 (both scores not meeting AYP) were issued in excess to the school that does not infuse African culture compared to the African-centered school where ISAT score-levels were higher across third, fourth, fifth, and sixth grade levels. Based on the results of the t-Test analysis, the null hypothesis was rejected. There is a significant causative relationship between culture infusion and AYP. The probability of more African-American students meeting AYP in a school that infuses African culture is significantly greater than the probability of more African-American students meeting AYP at a school that does not infuse African culture in the schooling process. Recommendations and suggestions for future studies were advised.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 73/03, Dissertation Abstracts International|
|Subjects:||African Studies, African American Studies, Black studies, Elementary education|
|Keywords:||AYP, African culture in public schools, African-American, African-American students, CPS, Chicago, Chicago public schools, Culture infusion, Elementary education, Illinois, Public education|
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