اثربخشی برنامه های پشتیبانی علمی با کاستن از شکاف دستاورد در کالیفرنیا دبیرستان ممتاز
Abstract: The persistence of the achievement gap following the passage of the No Child Left Behind Act of 2001 necessitated an expansion of academic support programs designed to provide assistance to struggling students. The achievement gap threatened the future of substantial segments of the population and impeded the country’s human potential, economic viability, and societal cohesiveness. This collective case study explored how 22 Los Angeles County Distinguished High Schools with a population of at least 40% African American, Hispanic, socioeconomically disadvantaged, and/or English learner students used signature practices to narrow their achievement gap in the 2007-08 school year. A variety of school-based practices that had documented success in narrowing the achievement gap at high minority schools were analyzed. The Award winning schools demonstrated the capacity to elevate the performance of diverse student bodies, despite differences in student backgrounds, levels of preparation, socioeconomic status, and racial and ethnic differences. Data collection was a triangulation that consisted of an analysis of each school’s application for the Distinguished School Award, 34 one-on-one telephonic interviews with certificated staff at each of the schools, and an examination of each school’s test scores for two succeeding years following the Award. Recommendations based on an analysis of the research advocated improved data analysis and articulation with feeder middle schools, rigorous and interdisciplinary hands-on activities, expanded teacher collaboration and professional development, cohesive academic support programs, and schoolwide expectation for students to matriculate to post-secondary options regardless of socio-economic and other demographic factors.
Keywords: Academic support,Achievement gap,California,Collaboration,Distinguished High Schools,Early warning signals,Engagement, Instructional strategies