In spite of efforts at the federal, state, and local levels, the achievement gap has persisted over time. Recent NCLB legislation has brought renewed attention to the achievement gap, forcing schools to address it. Despite the daunting task of mediating the impact of poverty, some schools have made substantial progress in narrowing the achievement gap with low-income students. This qualitative case study of one successful Kansas public secondary school has concluded the caring actions of teachers and administrators can serve as important sources of social capital for economically disadvantaged students, reducing the achievement gap between them and economically advantaged students and improving their likelihood of success in school.

Thesis (Ed.D.)--Wichita State University, College of Education.Includes bibliographic references (leaves 134-145)."May 2006."