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dc.rights.licenseIn Copyrighten_US
dc.creatorDeoudes, Andrea
dc.date.accessioned2013-12-10T15:28:58Z
dc.date.available2013-12-10T15:28:58Z
dc.date.created2008
dc.identifierWLURG38_Deoudes_POV_2008_wm
dc.identifier.urihttp://hdl.handle.net/11021/24205
dc.descriptionAndrea Deoudes is a member of the Class of 2008 of Washington and Lee University.en_US
dc.descriptionCapstone; [FULL-TEXT FREELY AVAILABLE ONLINE]en_US
dc.description.abstractThe racial and SES-based student achievement gaps that plague United States public school children have devastating effects on post-secondary opportunities and success of low-income and minority students. . . . Because of these disturbing, long-term effects, educators and policy makers have become quite concerned with the achievement gap and are making significant efforts to understand the problem in order to develop ways to successfully tackle it. One cause that undoubtedly contributes to the achievement gap is school quality. . . . However, the existence of student achievement gaps in the United States indicates that the public education system only further sets back disadvantaged students. . . . Accordingly, different school models and curricula with more resources may be necessary to generate poor and minority student achievement that is equal to white and wealthier children. One controversial reform is the charter school movement. Although charter schools across the board have not had great success at improving low-income and minority student achievement, two models in particular have done quite well: Knowledge is Power Program (KIPP) and YES Prep.en_US
dc.description.statementofresponsibilityAndrea Deoudes
dc.format.extent40 pagesen_US
dc.language.isoen_USen_US
dc.rightsThis material is made available for use in research, teaching, and private study, pursuant to U.S. Copyright law. The user assumes full responsibility for any use of the materials, including but not limited to, infringement of copyright and publication rights of reproduced materials. Any materials used should be fully credited with the source.en_US
dc.rights.urihttp://rightsstatements.org/vocab/InC/1.0/en_US
dc.subject.otherWashington and Lee University, Shepherd Poverty Programen_US
dc.titleCharter Schools: A Response to the Achievement Gapsen_US
dc.typeTexten_US
dcterms.isPartOfRG38 - Student Papers
dc.rights.holderDeoudes, Andrea
dc.subject.fastCharter schoolsen_US
dc.subject.fastAcademic achievementen_US
dc.subject.fastDe facto school segregationen_US
dc.subject.fastKIPPen_US
local.departmentShepherd Poverty Programen_US
local.scholarshiptypeCapstoneen_US


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