Thesis

Gateways: paths to higher achievement for Latino students

In the district studied, White students outperformed Latino1 students on Standardized tests. Furthermore, there was under-representation of Latino students in Gifted and Talented Education (GATE) classes. Classes/Programs that were serving Latino students were observed. Latino students were interviewed and surveyed for their perspective and voice on student success and support. The subjects involved were male and female Latino students, ages 14 through 18. Data were gathered on Standardized test scores of Latino students, and the criteria for placement in GATE. The elements that supported academic success2 in Latino students were identified, as defined by students and the research literature. Success of the district was no longer measured by the scores of the high-achieving students, but rather by how the district responded to low-achievers.

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