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
Date of Graduation
Doctor of Education in Educational Leadership (EdD)
Curriculum and Instruction
Carleton R. Holt
Second Committee Member
Education, Administrator, And student perceptions, Delta Region, KIPP schools, Knowledge is Power Program, Literacy, School reform, Teacher
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.
Brown, Kimberly Jonetta, "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" (2012). Theses and Dissertations. 332.