عنوان

Examining the Roles of Educational Leaders in Reducing the Achievement Gap for Low Income African American Elementary Students in Grades 3-5 in NYC

Number

TLpq2275281659

.Language of Text, Soundtrack etc

انگلیسی

Title Proper

Examining the Roles of Educational Leaders in Reducing the Achievement Gap for Low Income African American Elementary Students in Grades 3-5 in NYC

General Material Designation

[Thesis]

First Statement of Responsibility

Moïse, Stanley

Subsequent Statement of Responsibility

Steele, Jerome D.

Name of Publisher, Distributor, etc.

Sage Graduate School

Date of Publication, Distribution, etc.

2019

Specific Material Designation and Extent of Item

151

Dissertation or thesis details and type of degree

Ed.D.

Body granting the degree

Sage Graduate School

Text preceding or following the note

2019

Text of Note

African Americans have long struggled in this nation, they continue to endure hardship in the workplace, workforce and in the school systems. This study hopes to contribute to the body of research on closing the achievement gap. If education is the passport, then we have a responsibility to close this gap, especially for our students in New York City public schools. After all, this is the Mecca of the world. The purpose of this phenomenological qualitative study was to explore the effective instructional methodologies through the perceptions of New York City (NYC) elementary school principals who support African American students using federal funding. In this study, the researcher conducted a document review to examine whether or not the publicly available data supports the principals' perceptions of effectiveness on how to close the achievement gap in reading and mathematics through an analysis of the NYS ELA and Mathematics assessments. Ten principals in New York City were interviewed for this study. Principals shared their perspectives and the leadership actions they took to close the achievement gap. The results indicate that school leaders were taking initiatives, based on their perspectives, to close the gap in New York State reading and mathematics assessments through systemic structures they had in place, professional developments for heir staff, educational programs for their students, especially African American students and with the assistance of families in the equation.

African American studies

Educational leadership

Elementary education

Moïse, Stanley

Steele, Jerome D.

Electronic name

p

[Thesis]

276903

a

Y