dc.contributor.author	Whitehead, Joan Ferguson
dc.coverage.spatial	United States	en_US
dc.date.accessioned	2023-07-06T14:31:30Z
dc.date.available	2023-07-06T14:31:30Z
dc.date.issued	2023-06-06
dc.identifier.other	7d60fece-5692-43f7-8cda-a64d8bffad52	en_US
dc.identifier.uri	https://hdl.handle.net/10428/6774
dc.description.abstract	Although access to education in the United States has improved for students across race, class, ethnicity, and gender, not all demographic groups’ progress has kept pace with access (Mujic, 2015). Over the past two decades, more high school dropouts have been enrolled in public schools serving predominantly African American and Hispanic students of low socioeconomic status (Mujic, 2015). This portraiture study involved interviewing and observing six participants in an established nontraditional educational setting. The study aimed to examine educators’ perceptions regarding using a nontraditional school reform model to improve graduation rates in an identified urban school district serving predominantly African American and Hispanic students of low socioeconomic status. National, state, and local education may benefit from these findings to improve graduation rates nationwide. School districts and individual schools may also benefit from these findings and adopt the strategies employed to increase the graduation rates for the students they serve.	en_US
dc.format.extent	1 electronic record (.pdf), 353 pages, 1759909 bytes.	en_US
dc.format.mimetype	application/pdf	en_US
dc.rights	This dissertation is protected by the Copyright Laws of the United States (Public Law 94-553, revised in 1976). Consistent with fair use as defined in the Copyright Laws, brief quotations from this material are allowed with proper acknowledgement. Use of the materials for financial gain with the author's expressed written permissions is not allowed.	en_US
dc.subject	Dissertations, Academic--United States	en_US
dc.subject	Educational leadership	en_US
dc.subject	Education history	en_US
dc.subject	Educational philosophy	en_US
dc.subject	Critical race theory	en_US
dc.title	Removing the Obstacles that Confront: The Impact of a Nontraditional School Reform Model on the Graduation Rate in an Urban School District	en_US
dc.type	Thesis	en_US
dc.contributor.department	Department of Leadership, Technology, & Workforce Development Dewar College of Education and Human Services	en_US
dc.description.advisor	Ruttencutter, Gwen S.
dc.description.committee	Gunn, Nicole P.
dc.description.degree	Ed.D.	en_US
dc.description.major	Educational leadership	en_US