Date Approved

4-15-2004

Embargo Period

5-1-2016

Document Type

Thesis

Degree Name

M.A. in School Administration

Department

Educational Services and Leadership

College

College of Education

First Advisor

Kern, Robert W.

Subject(s)

Academic achievement--United States; Educational equalization--United States; Minority students--United States

Disciplines

Elementary and Middle and Secondary Education Administration

Abstract

The purpose of this study was to evaluate why the grades of minority students in the high school were not up to par with majority students using action research resulting in a description of patterns within the school. At this stage of the research, inequities were generally defined as unfair advantages or disadvantages among groups of students. A sample of the minority population of the high school was compared to the majority population. The subjects participated in the Let Me Learn (LML) program that helped the learner recognize how they learned. By analyzing the data using LML combinations and grade point averages (GPAs) of students' patterns and trends in learning were rendered. The existence of the learning gap was supported and some conclusions made for a problem that has existed for many years.

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