Bilingual, Multilingual, and Multicultural Education Commons^™

The Achievement Gap: A Dual Nation Perspective, Myka Chavez

Honors Projects

This essay seeks to explore the achievement gap, which is a disparity in educational achievement between certain economic and racial groups, by taking a unique approach and bringing a fresh perspective. Specifically, this research focuses on how this gap is manifested in two countries: the U.S. and England. This dual nation perspective opens the door for more information and a better understanding of the gap as a whole. Analysis will be done regarding the various issues surrounding the gap in each country such as its causes, effects, and past/present solutions. Based on how these issues occur in each country and …

Social Justice Education: Using Communication Activism Pedagogy To Help University Cultural Centers Increase Campus Diversity & Inclusivity, Sophia T. Vu

Journalism

This study examined how student affairs professionals, especially those in cultural centers, could increase campus diversity and inclusivity. More specifically, it sought to find a theoretical basis for social justice education programs that could increase campus climate. It was performed as a single site case study at California Polytechnic State University, San Luis Obispo. Three Cal Poly student affairs professionals were interviewed for qualitative data which were then compared and analyzed with the literature surrounding campus diversity and inclusivity. The study concludes that student affairs professionals can increase campus diversity and inclusivity by developing social justice education programs that not …

Creating A Framework For Success For High School African American Males: A Policy Advocacy Document, Ilandus Hampton Sr.

Dissertations

The policy advocacy document is an alternative to the traditional doctoral dissertation. This approach arose from the educational administration preparation reform agenda which calls for more thoughtful approaches to educational policy development, a concern that educational leadership express itself in a moral context, and a desire to develop reflective practices in administration. (Browder, 1995). This document attempts to ensure public schools, high schools in particular, are providing African American males with the skills and knowledge necessary to be academically successful so that they are given the opportunity and support necessary to achieve economic and social advancements throughout life. The policy …

Effective Practices For Developing Academic Language And Writing Skills In English Language Learners In The Elementary School Setting, Jenna N. Emadzadeh

Dissertations, Masters Theses, Capstones, and Culminating Projects

With an increased population of English Language Learners (ELLs), educators are in need of programs and strategies that help their students learn academic content while learning to understand, speak, read, and write English (Duessen, Autio, Roccegrandi & Hanita, 2014). ELLs face several obstacles while learning in an elementary school classroom.

Studies have shown the positive effects of word analysis and vocabulary learning strategies on student achievement (Carlo, August, McLaughlin, Snow, Dressler, Lippman, Lively & White, 2004). Project GLAD is a model of professional development in the area of language acquisition and literacy that focuses on such instruction. According to Echevarria …

Pre-Service Teacher Candidates’ Knowledge And Attitudes Of Lesbian, Gay, And Bisexual People, Casey M. Halcro

Dissertations, Masters Theses, Capstones, and Culminating Projects

The California Commission on Teacher Credentialing (CTC) mandates teachers to provide equitable access to the core curriculum by maximizing academic achievement for all students, including those who are lesbian, gay, and bisexual (LGB), (Commission on Teacher Credentialing, 2014). Without the knowledge, support, and acceptance of their teachers, LGB youth will experience multiple challenges during their K-12 educational careers. Scholarly literature reveals that the understanding and abilities of pre-service teachers to create safe spaces for LGB youth needs to be developed if pre-service teachers are eventually to become allies for LGB youth (Kearns, Mitton-Kukner, & Tompkins, 2014). Pre-service teacher education bears …

Reckless Abandonment? Explaining Congressional Hispanic Caucus Support For The 2001 No Child Left Behind Act, Elizabeth C. Reynolds

Politics Honors Papers

When No Child Left Behind (NCLB) was signed into law in early 2002, many hoped the legislation would help reduce achievement gaps among traditionally underperforming populations. For Hispanic students specifically, however, NCLB has contributed to educational inequality, school segregation, and high drop-out rates in major ways. Given these outcomes and trends, it is surprising that members of the Congressional Hispanic Caucus (CHC) and other Hispanic American interest groups overwhelmingly supported NCLB despite potentially being able to anticipate how the law would hurt Hispanic students. The political environment of 2001 left members of the CHC with few options other than to …

Increasing The High School Graduation Rate Of Native American Students In Public Schools, Sierra M. Gibson

CMC Senior Theses

Native American students obtain the lowest on-time high school graduation rate among all races and ethnicities in the United States. Through an analysis of previously published literature and seven interviews conducted by the author, this paper sets out to identify the key barriers Native students face when working toward their high school diploma. This paper will argue that, together, a history of abusive educational tactics and an institutionally racist policies and practices adopted by the U.S. Department of Education have made it challenging for Native students to complete high school on time.

The Learning Station: A Holistic Single-Case Study Of An After School Program To Address The Achievement Gap, Serenity Wright

Theses and Dissertations--Educational Policy Studies and Evaluation

The three parts of this dissertation provide multiple perspectives on a single-case study of the ways in which the achievement gap is defined in one Kentucky school district. The case study focuses on the Learning Station, an after-school tutoring program that intended to address the achievement gap for minority and low-income students. Given the intensity of high stakes testing and testing frequency becoming part of the national mainstream conversation, the first part provides a brief overview of the various state and district mandated tests that students are required to take throughout the course of the year. I use quantitative data …