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dc.contributor.advisorCarlson, Cindy I., 1949-en
dc.contributor.committeeMemberMoore, Leslieen
dc.creatorSutter, Amy Gorhamen
dc.date.accessioned2012-08-09T14:38:25Zen
dc.date.accessioned2017-05-11T22:26:46Z
dc.date.available2012-08-09T14:38:25Zen
dc.date.available2017-05-11T22:26:46Z
dc.date.issued2012-05en
dc.date.submittedMay 2012en
dc.identifier.urihttp://hdl.handle.net/2152/ETD-UT-2012-05-5505en
dc.descriptiontexten
dc.description.abstractThe achievement gap is an important problem with serious consequences for the United States’ economy. A long history of oppression has contributed to a substantial gap in achievement between students of minority status or low socioeconomic status and their white or higher income peers. Large scale efforts to address this problem have been unsuccessful in substantially reducing the problem. As parent involvement has been linked to student achievement, capitalizing on strong family-school partnerships offers a valuable opportunity to target student achievement. Low-income and minority parents face many barriers to parent involvement. If schools embrace a more inclusive view of parent involvement and collaborate with parents to reduce these barriers, however, successful family-school partnerships may be formed. Themes for creating such partnerships include recognizing that parents care about their children’s education and want them to succeed, treating parents as equal partners in the educational process, and using innovative techniques to solve problems.en
dc.format.mimetypeapplication/pdfen
dc.language.isoengen
dc.subjectAchievement gapen
dc.subjectParent involvementen
dc.subjectFamily-school partnershipen
dc.subjectEthnic minorityen
dc.titleClosing the achievement gap with family-school partnershipsen
dc.description.departmentEducational Psychologyen
dc.type.genrethesisen
dc.date.updated2012-08-09T14:38:31Zen
dc.identifier.slug2152/ETD-UT-2012-05-5505en


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