Latina Students, an Early College High School, and Educational Opportunity: A Case Study

Autor/inn/en	Locke, Leslie Ann; Stedrak, Luke J.; Eadens, Daniel
Titel	Latina Students, an Early College High School, and Educational Opportunity: A Case Study
Quelle	In: Journal of Cases in Educational Leadership, 17 (2014) 1, S. 59-71 PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1555-4589
DOI	10.1177/1555458913518540
Schlagwörter	Forschungsbericht; Educational Opportunities; Hispanic American Students; Academic Achievement; Underachievement; Consultants; School Administration; Educational Indicators; Community Characteristics; Case Method (Teaching Technique); Class Activities; Partnerships in Education + Suchen Sie Ihr Suchwort? Bildungsangebot; Bildungschance; Hispanic; Hispanic Americans; Student; Students; Hispanoamerikaner; Schüler; Schülerin; Studentin; Schulleistung; Performance deficiency; Leistungsschwäche; Consultant; Berater; Educational indicato; Bildungsindikator; Case method; Fallmethode; Hochschulpartnerschaft
Abstract	This case traces the involvement of a principal of an Early College High School (ECHS) and her understanding of performance of Latina students attending the school. Latina students are the lowest academic performers in the ECHS, despite the school obtaining high accolades in terms of accountability. To best understand the phenomena of underperformance of Latina students, the principal hires a consultant. The consultant discovers aspects of the ECHS and aspects of schooling as experienced by the Latina students that contribute to underperformance. The case raises important issues for aspiring leaders, making it an excellent example of the complexities embedded in student achievement. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10