Hispanic-Black Achievement Gap: The Educational Schism in South Carolina Middle Schools

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Belton, S. (2010). Hispanic-Black Achievement Gap: The Educational Schism in South Carolina Middle Schools. Unc Charlotte Electronic Theses And Dissertations.
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Abstract

The academic achievement gap that exists between middle class White and non-White and poor students is well-documented. As policy-makers and educational leaders in South Carolina grapple with the academic achievement gap between White and non-White students, it has become increasingly important for them to include the growing Hispanic population in their discourse. All aspects of their policies and decisions, including the development of student assignment plans, need to take into consideration the achievement gap that exists between Whites-Blacks, Whites-Hispanics and Hispanics-Black. Poor and minority students are not academically performing as well as their White cohorts; however, Hispanics are outperforming Blacks in sixth through eighth grade configured schools in South Carolina. This dynamic in academic performance adds another dimension to the debate as to how to mitigate or alleviate the achievement gap. While focusing on South Carolina, this research chronicled the historical and legal journey of Black and Hispanic students in America's schools, established their current status, substantiated the achievement gap that exists between racial subgroups and highlighted the social constructs contributing to these academic gaps that exist within and between each racial subgroup, outlined the ramifications the achievement gap has on these subgroups and society, and analyzed and synthesized future options allowed by Parents v. Seattle that could serve as a model for educational leaders, researchers and policy-makers.

Details
Author

Belton, Sr., Montrio

Title

Hispanic-Black Achievement Gap: The Educational Schism in South Carolina Middle Schools

Physical Description

1 online resource (95 pages) : PDF

Date

2010

Degree Granting Institution

University of North Carolina at Charlotte

Abstract

The academic achievement gap that exists between middle class White and non-White and poor students is well-documented. As policy-makers and educational leaders in South Carolina grapple with the academic achievement gap between White and non-White students, it has become increasingly important for them to include the growing Hispanic population in their discourse. All aspects of their policies and decisions, including the development of student assignment plans, need to take into consideration the achievement gap that exists between Whites-Blacks, Whites-Hispanics and Hispanics-Black. Poor and minority students are not academically performing as well as their White cohorts; however, Hispanics are outperforming Blacks in sixth through eighth grade configured schools in South Carolina. This dynamic in academic performance adds another dimension to the debate as to how to mitigate or alleviate the achievement gap. While focusing on South Carolina, this research chronicled the historical and legal journey of Black and Hispanic students in America's schools, established their current status, substantiated the achievement gap that exists between racial subgroups and highlighted the social constructs contributing to these academic gaps that exist within and between each racial subgroup, outlined the ramifications the achievement gap has on these subgroups and society, and analyzed and synthesized future options allowed by Parents v. Seattle that could serve as a model for educational leaders, researchers and policy-makers.

Genre

doctoral dissertations

Subjects--Topics

Educational leadership

Degree

D.Ed.

Keywords

Achievement Gap
Hispanic Achievement
South Carolina

Subject Area

Educational Leadership

Advisor(s)

McColl, Ann

Committee Members

Bird, James
Goldfield, David
Wang, Chuang

Degree Note

Thesis (D.Ed.)--University of North Carolina at Charlotte, 2010.

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Rights Holder Information

Copyright is held by the author unless otherwise indicated.

Identifier

BeltonSr_uncc_0694D_10087

Permalink

http://hdl.handle.net/20.500.13093/etd:393