Date of Award

1-1-2012

Document Type

Dissertation

Degree Name

Ph.D.

Organizational Unit

Morgridge College of Education

First Advisor

Maria Salazar, Ph.D.

Second Advisor

Frank Tuitt

Third Advisor

Duan Zhang

Fourth Advisor

Nicole Russell

Keywords

Achievement gap, Critical race theory, Opportunity to learn, Tracking

Abstract

This mixed methods study investigates how the design of the curricular system of one Colorado school district contributes the racial test score and racial college preparedness gaps in mathematics. The researcher examined this issue through a mixed methods design using Critical Race Theory (CRT) as the overarching theoretical framework supported by Yosso's (2002) Critical Race Curriculum. For the quantitative portion of the study the researcher utilized the theory of opportunity to learn (OTL) to test the impact of differential access to advanced mathematics content on test score outcomes on the Colorado Student Assessment Program (CSAP) and the Colorado ACT (COACT). In the qualitative portion of this study the researcher examined the design of the curricular system by investigating the curricular structures, processes and discourses that led to the outcomes. The findings of this study revealed that the design of the curricular system leads to differential curricular access for Black and Latino students thus explaining the construction of the racial test score gap in mathematics. Implications are discussed.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Floyd Cobb II

Provenance

Received from ProQuest

File Format

application/pdf

Language

en

File Size

237 p.

Discipline

Education, Educational administration

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