Dissertation Chair Dr. William Allan Kritsonis & Steven Norfleet


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Dr. William Allan Kritsonis & Steven Norfleet

In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”

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Dissertation Chair Dr. William Allan Kritsonis & Steven Norfleet

  1. 1. ABSTRACT A Study of Effective Schools Practices Important to the Achievement of the  African American Student (September 2009) Steven Norfleet: B.S. – Bishop College M.Ed. Texas Southern University Dissertation Chair: William Allan Kritsonis, Ph. D. The No Child Left Behind Act has been in effect for several years now, yet test scores grades 9-12 are not showing a significant decrease in the achievement gap between African American students and their White peers in core subjects. Ninety-eight African American college students enrolled in a developmental education mathematics course were asked to reflect on their high school careers, and provide their perceptions on the degree of high school effectiveness in preparing them to be successful in college mathematics. Quantitative data was collected from student participants on a researcher created survey that provided a measure of high school effectiveness focusing on the seven correlates of effective schools, and students’ semester grade in developmental education mathematics. Qualitative data was gathered in interviews with student participants in focus group and individual interviews and developmental education mathematics instructors in individual interviews. Tests of significance indicated there were no significant findings when comparing the results of the correlates of effective
  2. 2. schools survey to semester grade in developmental education mathematics. This suggested high school effectiveness when measured using the seven correlates of effective schools has an impact on African American student achievement, but not a significant impact. However, perceptions of interviewees indicated there were school factors that could be improved that may lead to stronger student academic performance. The study was important in that it provided a voice for the African American student and their mathematics instructors to speak on improving achievement of the African American learner as equal shareholders in the process.