An Evaluation of the School Choice Plan in Charlotte-Mecklenburg Schools and its Perceived Effects on Academic Achievement for all Students

Does ethnicity of the student prevent equal levels of learning at an equal pace? Are schools required to teach all children effectively, no matter what their socio-economic status, gender, or ethnicity? Educators and researchers have longed for the answers to these questions. For years, educators have been looking for ways to teach children in schools that are racially identifiable and have the highest percentages of children on free and reduced lunch. School districts that have choice as a way of assigning students are increasing the number of racially identifiable schools. In Charlotte-Mecklenburg Schools, a choice plan was implemented in June 2001. That plan created more schools of poverty within the district. The district also offered additional resources, teacher incentives, and financial assistance as a way to leverage the student make-up of the school district and the individual schools at all levels.

Name thesis:degree_name

Doctor of Education

Level thesis:degree_level

doctoral

Discipline thesis:degree_discipline

Educational Leadership and Policy Studies

Department dc:contributor.department

Educational Leadership and Policy Studies

Grantor dc:publisher

Virginia Tech

Year dc:date.issued

2006

Author dc:creator

• Cline, Terry Lee

Chairs dc:contributor.committeechair

• Fortune, Jimmie C.
• Alexander, M. David

Committee members dc:contributor.committeemember

• Hairston, Joe Allen
• Salmon, Richard G.

• ethnicity
• poverty
• socio-economic status
• Fourteenth Amendment
• Jim Crow Law
• segregation
• school choice plan
• free and reduced lunch

Statement dc:rights

• In Copyright

Licence dc:rights.uri

• http://rightsstatements.org/vocab/InC/1.0/

Dc Identifier Other

etd-09262006-063544

OAI identifier oai:identifier

oai:vtechworks.lib.vt.edu:10919/29106