東華大學圖書館 |

語系: 繁體中文

說明(常見問題)

回圖書館首頁

手機版館藏查詢

登入

回首頁

切換: 標籤 | MARC模式 | ISBD

The Impact of the State of Alabama's...

Cottrell, Kameka Dorsey.

FindBook

Google Book

Amazon

博客來

The Impact of the State of Alabama's Academic Goals of 2030 on Outcomes for High School At-Risk Minority Students.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	The Impact of the State of Alabama's Academic Goals of 2030 on Outcomes for High School At-Risk Minority Students./
作者:	Cottrell, Kameka Dorsey.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
面頁冊數:	126 p.
附註:	Source: Dissertations Abstracts International, Volume: 81-08, Section: A.
Contained By:	Dissertations Abstracts International81-08A.
標題:	Education policy. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27736782
ISBN:	9781392799864

The Impact of the State of Alabama's Academic Goals of 2030 on Outcomes for High School At-Risk Minority Students.
Cottrell, Kameka Dorsey.

The Impact of the State of Alabama's Academic Goals of 2030 on Outcomes for High School At-Risk Minority Students. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 126 p.

Source: Dissertations Abstracts International, Volume: 81-08, Section: A.

Thesis (D.P.A.)--Walden University, 2020.

This item must not be sold to any third party vendors.

The Every Student Succeeds Act decreased federal regulations allowing for more power to be returned to states to meet the educational needs of their students. As the number of minority students increases, the disparities between this population and their White counterparts is concerning. Ways in which states provide remediation tools to reduce the growing number of minority high school dropouts are not well understood. The purpose of this case study was to explore Alabama's academic goals set to be accomplished by 2030 including decreasing percentage of non graduates by 50%, providing support for at-risk students, and expanding the early warning system for proper identification beginning in third grade.to reduce the number of minority high school dropouts. Ogbu's cultural-ecological theory of minority student performance provided the theoretical framework for this study because it is based on the way minorities are treated within the educational system. An urban high school in Tuscaloosa, Alabama was used for this study. Interviews were conducted with a purposeful sample of 1 graduation coach, 2 school counselors, and 1 representative from Alabama's state department of education. Data were analyzed and coded to identify categories and themes. Findings indicated that the remediation tools provided by the state were positively impacting minority students; however, factors such as limited staffing, inadequate training, and lack of equitable funding hindered the potential impact. Findings may assist other policymakers to develop adequate plans of remediation. Social change implications for this study include reducing the number of minority students dropping out of school, affording them the opportunity to become productive citizens while breaking the cycle of minority high school dropouts.

ISBN: 9781392799864Subjects--Topical Terms:

2191387
Education policy.
Subjects--Index Terms:

At-risk

The Impact of the State of Alabama's Academic Goals of 2030 on Outcomes for High School At-Risk Minority Students.
LDR:03050nmm a2200397 4500 001 2279006
005 20210730131518.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9781392799864
035 $a (MiAaPQ)AAI27736782
035 $a AAI27736782
040 $a MiAaPQ $c MiAaPQ
100 1 $a Cottrell, Kameka Dorsey. $3 3557417
245 1 4 $a The Impact of the State of Alabama's Academic Goals of 2030 on Outcomes for High School At-Risk Minority Students.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 126 p.
500 $a Source: Dissertations Abstracts International, Volume: 81-08, Section: A.
500 $a Advisor: Roberts Lewis, Kristie.
502 $a Thesis (D.P.A.)--Walden University, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a The Every Student Succeeds Act decreased federal regulations allowing for more power to be returned to states to meet the educational needs of their students. As the number of minority students increases, the disparities between this population and their White counterparts is concerning. Ways in which states provide remediation tools to reduce the growing number of minority high school dropouts are not well understood. The purpose of this case study was to explore Alabama's academic goals set to be accomplished by 2030 including decreasing percentage of non graduates by 50%, providing support for at-risk students, and expanding the early warning system for proper identification beginning in third grade.to reduce the number of minority high school dropouts. Ogbu's cultural-ecological theory of minority student performance provided the theoretical framework for this study because it is based on the way minorities are treated within the educational system. An urban high school in Tuscaloosa, Alabama was used for this study. Interviews were conducted with a purposeful sample of 1 graduation coach, 2 school counselors, and 1 representative from Alabama's state department of education. Data were analyzed and coded to identify categories and themes. Findings indicated that the remediation tools provided by the state were positively impacting minority students; however, factors such as limited staffing, inadequate training, and lack of equitable funding hindered the potential impact. Findings may assist other policymakers to develop adequate plans of remediation. Social change implications for this study include reducing the number of minority students dropping out of school, affording them the opportunity to become productive citizens while breaking the cycle of minority high school dropouts.
590 $a School code: 0543.
650 4 $a Education policy. $3 2191387
650 4 $a Educational evaluation. $3 526425
650 4 $a Secondary education. $3 2122779
650 4 $a Multicultural education. $3 526718
653 $a At-risk
653 $a Educational policy
653 $a Graduation coach
653 $a High school
653 $a Ogbu, John
653 $a Minority
690 $a 0458
690 $a 0443
690 $a 0533
690 $a 0455
710 2 $a Walden University. $b Public Policy and Administration. $3 1026795
773 0 $t Dissertations Abstracts International $g 81-08A.
790 $a 0543
791 $a D.P.A.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=27736782