Does ethnicity of the student prevent equal levels of learning at an equal pace? Are schools required to teach all children effectively, no matter what their socio-economic status, gender, or ethnicity? Educators and researchers have longed for the answers to these questions. For years, educators have been looking for ways to teach children in schools that are racially identifiable and have the highest percentages of children on free and reduced lunch. School districts that have choice as a way of assigning students are increasing the number of racially identifiable schools. In Charlotte-Mecklenburg Schools, a choice plan was implemented in June 2001. That plan created more schools of poverty within the district. The district also offered additional resources, teacher incentives, and financial assistance as a way to leverage the student make-up of the school district and the individual schools at all levels. / Ed. D.
| Identifer | oai:union.ndltd.org:VTETD/oai:vtechworks.lib.vt.edu:10919/29106 |
| Date | 21 November 2006 |
| Creators | Cline, Terry Lee |
| Contributors | Educational Leadership and Policy Studies, Hairston, Joe Allen, Salmon, Richard G., Fortune, Jimmie C., Alexander, M. David |
| Publisher | Virginia Tech |
| Source Sets | Virginia Tech Theses and Dissertation |
| Detected Language | English |
| Type | Dissertation |
| Format | application/pdf |
| Rights | In Copyright, http://rightsstatements.org/vocab/InC/1.0/ |
| Relation | Dissertation.pdf |
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