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dc.contributor.advisorPatterson, Jean A.en_US
dc.contributor.authorStessman, Martin
dc.date.accessioned2006-11-28T03:09:33Z
dc.date.available2006-11-28T03:09:33Z
dc.date.copyright2006en
dc.date.issued2006-05
dc.identifier.otherd06003
dc.identifier.urihttp://hdl.handle.net/10057/327
dc.descriptionThesis (Ed.D.)--Wichita State University, College of Education.en
dc.descriptionIncludes bibliographic references (leaves 134-145).en
dc.description"May 2006."en
dc.description.abstractIn 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.en
dc.description.statementofresponsibilityby Martin Stessmanen
dc.format.extent284935 bytes
dc.format.extentxi, 158 leavesen
dc.format.mimetypeapplication/pdf
dc.language.isoen_USen
dc.rightsCopyright Martin Stessman, 2006. All rights reserved.en
dc.subject.lcshElectronic dissertationsen
dc.titleClosing the economic achievement gap: a case study of a successful Kansas secondary schoolen
dc.typeDissertationen
dc.identifier.oclc71805197


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