Education Commons^™

Elementary Teachers’ Perceptions Of Closing The Math Achievement Gaps Between Black And White Students In Grades 3–5, Carla Shantell Waller

Walden Dissertations and Doctoral Studies

The problem underpinning this study was a pronounced achievement gap between Black and White students, evident in standardized test score pass rates of third through fifth graders, in a school district in the U.S. state of Virginia. The purpose of this basic qualitative study was to explore the extent to which culturally responsive instructional practices influence elementary teachers' perceptions, approaches, successes, and challenges in closing the differences in standardized math scores between Black and White students in Grades 3 through 5. Gay’s work on culturally responsive teaching, which encompasses theory, research, and evidence-based instructional approaches teachers can implement to address …