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.
| Identifer | oai:union.ndltd.org:unt.edu/info:ark/67531/metadc5275 |
| Date | 05 1900 |
| Creators | Griffin, Wynette O. |
| Contributors | Huffman, Jane B., Harris, Mary, Stromberg, Linda |
| Publisher | University of North Texas |
| Source Sets | University of North Texas |
| Language | English |
| Detected Language | English |
| Type | Thesis or Dissertation |
| Format | Text |
| Rights | Public, Copyright, Griffin, Wynette O., Copyright is held by the author, unless otherwise noted. All rights reserved. |
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