Narrowing the Gap between Hispanic and White Students: A Case Study of One School District in South Texas

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dc.contributor.advisorGarza, Encarnación
dc.contributor.authorTurner, Justin Lea
dc.contributor.committeeMemberGiles, Mark
dc.contributor.committeeMemberOkilwa, Nathern
dc.contributor.committeeMemberReyes, Daniel
dc.date.accessioned2024-03-08T16:00:31Z
dc.date.available2024-03-08T16:00:31Z
dc.date.issued2020
dc.descriptionThis item is available only to currently enrolled UTSA students, faculty or staff. To download, navigate to Log In in the top right-hand corner of this screen, then select Log in with my UTSA ID.
dc.description.abstractThe purpose of this qualitative single site case study was to gain an understanding of the successful educational and leadership practices utilized at various levels of the school district that resulted in a narrowing of the achievement gap between Hispanic and White students. This research provides practitioners with an understanding that the achievement gap can be addressed, and a roadmap of best practices. This case study consisted of interviewing the superintendent, executive director of academics, and the high school principal in order to understand from their perspective what attributed to the atypical results they are achieving. Interview questions were derived from Leithwood's linking leadership to learning theoretical framework, and Yosso's community cultural wealth theoretical framework. From those interviews, in conjunction with supporting documents, codes were developed, and themes emerged. In addition to the themes, each theme had three sub-themes. As a result of the interviews, several best practices emerged and a conceptual model was developed. This conceptual model takes the aspects of both theoretical frameworks and merges them together to achieve a narrowing of the achievement gap in Embers ISD. This finding suggest that the achievement gap is multi-faceted and must be addressed that way. Hoping for a narrowing of the achievement gap by focusing only on leadership will not work nor will focusing only on community cultural wealth. However, when using a combination of the two, this case study suggest that the achievement gap can be narrowed.
dc.description.departmentEducational Leadership and Policy Studies
dc.format.extent159 pages
dc.format.mimetypeapplication/pdf
dc.identifier.isbn9798557049948
dc.identifier.urihttps://hdl.handle.net/20.500.12588/5986
dc.languageen
dc.subjectGap between Hispanic and White Students
dc.subjectSouth Texas
dc.subject.classificationEducational leadership
dc.subject.classificationMulticultural education
dc.titleNarrowing the Gap between Hispanic and White Students: A Case Study of One School District in South Texas
dc.typeThesis
dc.type.dcmiText
dcterms.accessRightspq_closed
thesis.degree.departmentEducational Leadership and Policy Studies
thesis.degree.grantorUniversity of Texas at San Antonio
thesis.degree.levelDoctoral
thesis.degree.nameDoctor of Philosophy

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