{"id":{"repo_id":"ohiolink","oai_identifier":"oai:etd.ohiolink.edu:akron1365550966"},"canonical_url":"https://search.dev.ndltd.org/etd/ohiolink/oai:etd.ohiolink.edu:akron1365550966","repository":{"repo_id":"ohiolink","name":"OhioLINK","base_url":"https://etd.ohiolink.edu/acprod/odb_etd/ws/oai/oai"},"display":{"title":"The Stalled Race to Close Literacy Achievement Gaps: Federally Legislating Public Education","abstract":"Racial and socioeconomic achievement gaps remain stagnant in public school education, even though federal involvement was initiated to create an equal system for all and to help the most vulnerable students. Focusing on literacy, a historical lens was used to assess that similar strategies (testing, funding in exchange for compliance) have been used for decades with little success. It is evident that federal education reform programs offer uniform solutions without taking into account individual needs. Research on local schools, physiological differences, as well as teacher interviews, indicates that federal legislation fails to adequately address the connection between poverty and low school achievement. If that does not change, as the federal role in education increases, it is unlikely that achievement gaps will narrow.","abstract_html":"Racial and socioeconomic achievement gaps remain stagnant in public school education, even though federal involvement was initiated to create an equal system for all and to help the most vulnerable students. Focusing on literacy, a historical lens was used to assess that similar strategies (testing, funding in exchange for compliance) have been used for decades with little success. It is evident that federal education reform programs offer uniform solutions without taking into account individual needs. Research on local schools, physiological differences, as well as teacher interviews, indicates that federal legislation fails to adequately address the connection between poverty and low school achievement. If that does not change, as the federal role in education increases, it is unlikely that achievement gaps will narrow.","abstract_has_math":false,"creators":["DuCovna, Susan B."],"institution":"University of Akron","degree_name":"Master of Arts","degree_level":"masters","degree_discipline":"English-Composition","degree_department":null,"school":null,"contributors":["Bean, Janet"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-06-06","date_published":"2013-06-06","updated_at":"2026-07-24T03:37:31Z","subjects":["Education Policy","literacy","public education","poverty","achievement gap","achievement testing"],"languages":["English"],"rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. 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Focusing on literacy, a historical lens was used to assess that similar strategies (testing, funding in exchange for compliance) have been used for decades with little success. It is evident that federal education reform programs offer uniform solutions without taking into account individual needs. Research on local schools, physiological differences, as well as teacher interviews, indicates that federal legislation fails to adequately address the connection between poverty and low school achievement. If that does not change, as the federal role in education increases, it is unlikely that achievement gaps will narrow."],"dc:format":["application/pdf","p.91","330.2 KB"],"dc:identifier":["http://rave.ohiolink.edu/etdc/view?acc_num=akron1365550966"],"dc:language":["English"],"dc:publisher":["University of Akron / OhioLINK"],"dc:rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. 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