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The impact of selected school factor...

Griffin, Wynette O.

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

Record Type:	Language materials, printed : Monograph/item
Title/Author:	The impact of selected school factors on the test performance of African-American economically disadvantaged elementary students./
Author:	Griffin, Wynette O.
Description:	193 p.
Notes:	Adviser: Jane B. Huffman.
Contained By:	Dissertation Abstracts International67-04A.
Subject:	Black Studies. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3214473
ISBN:	9780542640490

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

The impact of selected school factors on the test performance of African-American economically disadvantaged elementary students. - 193 p.

Adviser: Jane B. Huffman.

Thesis (Ed.D.)--University of North Texas, 2006.

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.

ISBN: 9780542640490Subjects--Topical Terms:

1017673
Black Studies.

The impact of selected school factors on the test performance of African-American economically disadvantaged elementary students.
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035 $a (UMI)AAI3214473
035 $a AAI3214473
040 $a UMI $c UMI
100 1 $a Griffin, Wynette O. $3 1297643
245 1 4 $a The impact of selected school factors on the test performance of African-American economically disadvantaged elementary students.
300 $a 193 p.
500 $a Adviser: Jane B. Huffman.
500 $a Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1167.
502 $a Thesis (Ed.D.)--University of North Texas, 2006.
520 $a 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.
590 $a School code: 0158.
650 4 $a Black Studies. $3 1017673
650 4 $a Education, Administration. $3 626645
650 4 $a Education, Curriculum and Instruction. $3 576301
650 4 $a Education, Elementary. $3 516171
690 $a 0325
690 $a 0514
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710 2 0 $a University of North Texas. $3 1017396
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790 1 0 $a Huffman, Jane B., $e advisor
791 $a Ed.D.
792 $a 2006
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3214473