Factors Influencing Greatness inEconomically-Challenged Minority Schools
Presented to the Whitlowe R. Green College of EducationPrairie View A & M UniversityIn partial fulfillment of the requirements for the degree of
Doctor of PhilosophyPresented by
Margaret Curette Patton
Dissertation Committee
Douglas S. Hermond, PhD., Chair Camille Gibson, PhD., Member David E. Herrington, PhD., Member William A. Kritsonis, PhD., Member March 2009
Purpose of Study
To explore the universal distinguishing factors thatexist among high achieving economicallychallenged minority (ECM) schools compared tosimilar acceptable performing schools in thestate of Texas.
Problem Statement
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Academic scores of minoritygroups, namely African andHispanics, continue to fallwell below Caucasianstudents
.
The gap betweeneconomically-challengedpopulations of students andtheir more affluentcounterparts continue to exist.Texas has not been able toeliminate the gaps betweenminority students and other more affluent sub-groups.
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11
th
Grade TAKS Scores5
th
Grade TAKS Scores
March 2006March 2007 March 2006March 2007
•
African American
•
Hispanic
•
White
•
Econ.Challenged
-Texas Education Agency 2007 State AEIS Report
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Data Analysis for Dr. William Allan Kritsonis, Dissertation Committee for Margaret Patten, Dissertation Defense
Dr. William Allan Kritsonis, Dissertation Committee for Margaret Patten, Dissertation Defense
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