Cultural capital and reading achievement of economically disadvantaged students in traditional public and charter schools
Ed.D. (Doctor of Education)
Department of Leadership, Educational Psychology and Foundations
Reading (Elementary)--Illinois--Measurement; Charter schools--Illinois--Public opinion; Public schools--Illinois--Public opinion
The purpose of this study is to compare perceptions of cultural capital between traditional public schools and charter schools. Student reading achievement is investigated as background context for the development of cultural capital. Surveys of students, parents, and teachers were conducted in two traditional public and two charter schools. These schools were all located within a ten-mile radius of each other and all had high proportions of students receiving free or reduced-cost lunches. No statistically significant differences in perceptions of cultural capital between the two types of schools were found. The investigator provides an analysis of findings and comments on possible reasons for the lack of statistical significance. Chief among these is the high mobility rate of students in all four of the schools studied.
Whitaker, Sonya, "Cultural capital and reading achievement of economically disadvantaged students in traditional public and charter schools" (2006). Graduate Research Theses & Dissertations. 2021.
xiii, 153 pages
Northern Illinois University
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Includes bibliographical references (pages -88).