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Closing the economic achievement gap: a case study of a successful Kansas secondary school

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dc.contributor.advisor Patterson, Jean A. en_US
dc.contributor.author Stessman, Martin
dc.date.accessioned 2006-11-28T03:09:33Z
dc.date.available 2006-11-28T03:09:33Z
dc.date.copyright 2006 en
dc.date.issued 2006-05
dc.identifier.other d06003
dc.identifier.uri http://hdl.handle.net/10057/327
dc.description Thesis (Ed.D.)--Wichita State University, College of Education. en
dc.description Includes bibliographic references (leaves 134-145). en
dc.description "May 2006." en
dc.description.abstract 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. en
dc.description.statementofresponsibility by Martin Stessman en
dc.format.extent 284935 bytes
dc.format.extent xi, 158 leaves en
dc.format.mimetype application/pdf
dc.language.iso en_US en
dc.rights Copyright Martin Stessman, 2006. All rights reserved. en
dc.subject.lcsh Electronic dissertations en
dc.title Closing the economic achievement gap: a case study of a successful Kansas secondary school en
dc.type Dissertation en
dc.identifier.oclc 71805197

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