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THE HANDCUFFS OF POVERTY: AN ANALYSIS OF THE RELATIONSHIP BETWEEN GOVERNMENT INTERVENTION IN PUBLIC ELEMENTARY SCHOOLS AND STUDENT ACADEMIC ACHIEVEMENT IN A LARGE URBAN DISTRICT
- Date Issued:
- 2024
- Abstract/Description:
- In this study, the researcher uses quantitative methods to examine the extent to which Title I funding helps public schools with large populations of economically-disadvantaged students increase student academic achievement in reading and math in grades 3–5, and whether the leaders of these schools utilize specific social justice actions identified through a review of literature. The researcher gathers grade level student proficiency data for students in grades 3–5 and performs a bivariate correlation and a simple regression analysis to determine the extent to which identified schools receiving Title I funds are able to increase student proficiency rates over a three-year period. The researcher further analyzes the data through a social justice lens to determine possible social justice solutions to the persistent problem of the income-achievement gap.
Title: | THE HANDCUFFS OF POVERTY: AN ANALYSIS OF THE RELATIONSHIP BETWEEN GOVERNMENT INTERVENTION IN PUBLIC ELEMENTARY SCHOOLS AND STUDENT ACADEMIC ACHIEVEMENT IN A LARGE URBAN DISTRICT. |
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Name(s): |
Grasinger, Justin , author Meredith Mountford, Thesis advisor Florida Atlantic University, Degree grantor Department of Educational Leadership and Research Methodology College of Education |
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Type of Resource: | text | |
Genre: | Electronic Thesis Or Dissertation | |
Date Created: | 2024 | |
Date Issued: | 2024 | |
Publisher: | Florida Atlantic University | |
Place of Publication: | Boca Raton, Fla. | |
Physical Form: | application/pdf | |
Extent: | 139 p. | |
Language(s): | English | |
Abstract/Description: | In this study, the researcher uses quantitative methods to examine the extent to which Title I funding helps public schools with large populations of economically-disadvantaged students increase student academic achievement in reading and math in grades 3–5, and whether the leaders of these schools utilize specific social justice actions identified through a review of literature. The researcher gathers grade level student proficiency data for students in grades 3–5 and performs a bivariate correlation and a simple regression analysis to determine the extent to which identified schools receiving Title I funds are able to increase student proficiency rates over a three-year period. The researcher further analyzes the data through a social justice lens to determine possible social justice solutions to the persistent problem of the income-achievement gap. | |
Identifier: | FA00014411 (IID) | |
Degree granted: | Dissertation (PhD)--Florida Atlantic University, 2024. | |
Collection: | FAU Electronic Theses and Dissertations Collection | |
Note(s): | Includes bibliography. | |
Subject(s): |
Elementary schools Social justice Poverty Educational leadership |
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Persistent Link to This Record: | http://purl.flvc.org/fau/fd/FA00014411 | |
Use and Reproduction: | Copyright © is held by the author with permission granted to Florida Atlantic University to digitize, archive and distribute this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires permission of the copyright holder. | |
Use and Reproduction: | http://rightsstatements.org/vocab/InC/1.0/ | |
Host Institution: | FAU |