Dissertation

Characteristics of high-performing California charter schools serving low-income minority students

Since the establishment of the first public charter school in 1991, the number of public charters has grown to more than 6,400 schools serving over 2.5 million students in the U.S. As their numbers continue to grow, charters are becoming responsible for educating a disproportionately larger percentage of our under-represented minority (URM) and lowincome students. This study investigated three high-performing urban charter schools to explore the performance characteristics that specifically support the academic achievement of URM and low-income students. It was found that at all three schools: teachers and administrators had high-expectations for student achievement; the curriculum was internally developed to meet the needs of the students; and teacher engaged in culturally responsive instructional practices.

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