Date of Graduation
5-2012
Document Type
Dissertation
Degree Name
Doctor of Education in Educational Leadership (EdD)
Degree Level
Graduate
Department
Curriculum and Instruction
Advisor/Mentor
Carleton R. Holt
Committee Member
Janet Penner-Williams
Second Committee Member
Chris Lucas
Keywords
Education, Administrator, And student perceptions, Delta Region, KIPP schools, Knowledge is Power Program, Literacy, School reform, Teacher
Abstract
The purpose of this study was to explore the factors that have influenced the literacy success of the Knowledge is Power Program (KIPP) students in the low-income, poverty stricken Delta Region of a mid-south state. The study examined the progress made since the implementation of the KIPP Program and the influence the program has made upon student achievement in literacy, at the KIPP Middle and High Schools, according to administrator, teacher, and student perceptions. The study explored what factors are influencing the improvement of previously at-risk students. The study adopted the research of Gene Bottoms' High Schools that Work Initiative that states high expectations plus rigor,
relevance, and relationships increases student achievement as a theoretical framework. Additionally, the study was analyzed through the critical race theory and the advocacy paradigms. The themes emerged from the study were high expectations, rigor, relevance, and relationship along with the extension of time used as a scaffold to help students master skills and state standards in literacy.
Citation
Brown, K. J. (2012). Factors Influencing the Improved Academic Success in Literacy at the Knowledge is EducatPower Program School in the Delta Region According to Administrator, Teacher, and Student Perceptions: Case Study. Graduate Theses and Dissertations Retrieved from https://scholarworks.uark.edu/etd/332
Included in
Educational Leadership Commons, Educational Methods Commons, Elementary and Middle and Secondary Education Administration Commons