Date of Award

5-1-2023

Language

English

Document Type

Dissertation

Degree Name

Doctor of Philosophy (PhD)

College/School/Department

Department of Educational Policy and Leadership

Content Description

1 online resource (ix, 125 pages)

Dissertation/Thesis Chair

Sandra Vergari

Committee Members

Alan Wagner, Kathleen Spring

Keywords

Achievement Gap, Children and Youth Programs, School-based wraparound, Wraparound, African Americans, Educational equalization, Education, Academic achievement

Subject Categories

Educational Leadership

Abstract

Throughout the history of the United States there have existed gaps in the educational achievement outcomes of different groups of students. One of the most well-known and persistent achievement gaps is seen in the academic performance of Black versus White students, which is also known as the Black-White student achievement gap (BWSAG). The BWSAG is manifest in data such as grades, standardized test scores, course selection, school dropout rates, and college completion. This study examines how three schools with significant Black student populations, including an urban traditional public school, a Catholic school, and a charter school narrow the BWSAG among their student bodies. Specifically examined are wraparound programs, support services, and strategies aimed at increasing the academic achievement of Black students. Wraparound programs are student and family supports that integrated with and delivered directly within schools. The three case-studies identify initiatives and strategies in each school setting aimed at improving the quality of education for Black children. The study reveals four significant findings regarding successful wraparound programs. First, based upon research, there are six components of the “ideal” model of school-based wraparound supports and programs that can narrow the BWSAG. Second, the fundamental philosophy and mission of each school are integrated into their wraparound supports and programs. Third, each school has similarities and differences in the alignment of their wraparound programs and services with the “ideal” model. Fourth, while the “ideal” model addresses several barriers to learning, there are additional barriers to learning caused by poverty that are not addressed by the “ideal” model. Lastly, recommendations regarding future research and education policy are provided. This dissertation proposes a revised “ideal” model based on research findings from three schools. This study offers new findings and insights on wraparound services that show promise for reducing the BWSAG. It also includes valuable information, strategies, and recommendations that may be useful for other schools with similar demographics.

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