|aA case study: One successful elementary school that reduced the achievement gap|h[[electronic resource]]
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|aAnn Arbor, Mich : |bUMI, |c2009
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|a140 p
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|aSource: Dissertation Abstracts International, Volume: 70-04, Section: A, page: 1149
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|aAdviser: Stu Gothold
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|aSchool code: 0208
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|aThesis (Ed.D.)--University of Southern California, 2009
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|aSchools are focused on raising test scores for ALL students. There is a sense of urgency to ensure that scores for ALL students: especially, minority, poverty stricken, special education and English Language Learners increase and catch up to the White, Asian and affluent peers. Because not all schools and not all student scores in the schools are increasing at the same rate, the achievement gap is a major concern for educators across the nation. While there are many internal and external reasons why students are not achieving academically, the focus for this qualitative case study was on the internal factors specifically the programs, practices and strategies that one elementary school implemented within their instructional program. What came out of the data and the research suggest, for findings, schools need site leadership that work in tandem with teachers to provide time for laser like, focused collaboration on pacing guides, lesson development, common, frequent assessments and data analysis. School also benefit from a school wide instructional focus that incorporates a common instructional theme throughout all content areas. When a school has programs, practices and strategies in place, all student scores increase especially the scores of the minority, poverty-stricken, and English Language Learner students. The gap is shrinking and all student scores are increasing and more students are proficient
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|aEducation, Administration
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|aEducation, Elementary
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|aEducation, Curriculum and Instruction
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|aUniversity of Southern California|bEducation(Leadership)