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The impact of selected school factors on the test performance of African-American economically disadvantaged elementary students.

In order for America to retain its superior position in a global economy it is imperative that all students receive educational opportunities that will prepare them for the future. Currently, African-American economically disadvantaged students in the United States perform lower on standardized tests than their grade and age-level peers. Educators must find ways to improve the performance of students in this group in order to maximize future opportunities. Through a mixed-methodology approach, the current study finds three school factors that may positively impact the performance of African-American economically disadvantaged students: high expectations, student-teacher relationships and teacher effectiveness. Quantitative and qualitative analysis provides perspectives from principals primarily from a large urban school district on the impact of these factors on student performance.

Identiferoai:union.ndltd.org:unt.edu/info:ark/67531/metadc5275
Date05 1900
CreatorsGriffin, Wynette O.
ContributorsHuffman, Jane B., Harris, Mary, Stromberg, Linda
PublisherUniversity of North Texas
Source SetsUniversity of North Texas
LanguageEnglish
Detected LanguageEnglish
TypeThesis or Dissertation
FormatText
RightsPublic, Copyright, Griffin, Wynette O., Copyright is held by the author, unless otherwise noted. All rights reserved.

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