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ERIC Number: ED549781
Record Type: Non-Journal
Publication Date: 2012
Pages: 193
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-2672-9537-8
Factors Influencing the Improved Academic Success in Literacy at the Knowledge Is Power Program School in the Delta Region According to Administrator, Teacher, and Student Perceptions: Case Study
Brown, Kimberly Jonetta
ProQuest LLC, Ed.D. Dissertation, University of Arkansas
The purpose of this study was to explore the factors that have influenced the literacy success of the Knowledge is Power Program (KIPP) students in the low-income, poverty stricken Delta Region of a mid-south state. The study examined the progress made since the implementation of the KIPP Program and the influence the program has made upon student achievement in literacy, at the KIPP Middle and High Schools, according to administrator, teacher, and student perceptions. The study explored what factors are influencing the improvement of previously at-risk students. The study adopted the research of Gene Bottoms' High Schools that Work Initiative that states high expectations plus rigor, relevance, and relationships increases student achievement as a theoretical framework. Additionally, the study was analyzed through the critical race theory and the advocacy paradigms. The themes emerged from the study were high expectations, rigor, relevance, and relationship along with the extension of time used as a scaffold to help students master skills and state standards in literacy. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site:
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Secondary Education; Middle Schools; Junior High Schools; High Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A