A Qualitative Study to Determine How to Close the Hispanic Students Achievement Gap with Early College High School as a Resource

Autor/in	Bradshaw, Geraldine
Titel	A Qualitative Study to Determine How to Close the Hispanic Students Achievement Gap with Early College High School as a Resource
Quelle	(2018), (124 Seiten) PDF als Volltext Verfügbarkeit Ed.D. Dissertation, Northcentral University
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
ISBN	978-0-4380-7553-5
Schlagwörter	Hochschulschrift; Dissertation; Academic Achievement; Achievement Gap; High School Students; Hispanic American Students; Rural Schools; Higher Education; Acceleration (Education); College Preparation; Dual Enrollment; At Risk Students; Program Effectiveness; North Carolina + Suchen Sie Ihr Suchwort? Thesis; Dissertations; Academic thesis; Schulleistung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Hispanic; Hispanic Americans; Hispanoamerikaner; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Hochschulbildung; Hochschulsystem; Hochschulwesen; Acceleration; Beschleunigung; Doppelstudium
Abstract	Academic performance in American high schools has historically been lower for children with particular demographics such as low-socioeconomic status, membership in certain minorities, first-generation college enrollment, or other traditionally underrepresented on college campuses (Berger, 2015). This gap in academic performance between students of different ethnicity and socio-economic backgrounds is known as the achievement gap and is believed to begin as early as infancy (Femald, 2016). Hispanic students enrolled in early college high school programs have the potential to improve educational outcomes. Early college high school administrators and staff support undeserved students by keeping classroom size smaller, being involved in student's everyday life, and combining comprehensive high school curricula with supported post secondary dual enrollment opportunities. Through a combination of staff interviews, observations, and document review, this qualitative case study explored how staff involvement can lead to increased academic achievement for Hispanic students. The study relied on the theory of change to identify the impact that staff involvement has on undeserved student population specifically Hispanic students. Thomas Academy, an early college high schools located in a rural area of North Carolina, was the site of this qualitative study. Thomas Academy early college high school staff provides support for undeserved students; this investment has paid off as there is an increased level of college knowledge and engagement among Hispanic students. The findings of this qualitative study reinforced that the involvement of the early college high school staff does indeed provide the undeserved high school students an opportunity for a pathway for post secondary success and improved levels of academic achievement. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01