{"id":{"repo_id":"uiuc","oai_identifier":"oai:www.ideals.illinois.edu:2142/79742"},"canonical_url":"https://search.dev.ndltd.org/etd/uiuc/oai:www.ideals.illinois.edu:2142/79742","repository":{"repo_id":"uiuc","name":"University of Illinois - Urbana-Champaign","base_url":"https://www.ideals.illinois.edu/oai-pmh"},"display":{"title":"The Promise of School Choice: Local School Control Efforts to Close the Achievement Gap in the Federal Context of Accountability","abstract":"Within the past five years there is no evidence that African American student standardized test scores on average have increased. This is not concluding that Schools of Choice has a negative effect on African American student achievement, but it is not showing any positive effects that can be related to student achievement. Additionally, stakeholders that were interviewed responded that they did not think that choice was working and did not see any connection to it raising African American student achievement, instead it placed the burden of diversity primarily on the backs of the African American community. This research concluded that the implementation and development of school choice must include: long-term planning, training, and professional development opportunities for teachers and building administrators, a greater attempt to build trust with African American families through community outreach, and continuous evaluation of the choice program so that the system does not experience unexpected or unwarranted results.","abstract_html":"Within the past five years there is no evidence that African American student standardized test scores on average have increased. This is not concluding that Schools of Choice has a negative effect on African American student achievement, but it is not showing any positive effects that can be related to student achievement. Additionally, stakeholders that were interviewed responded that they did not think that choice was working and did not see any connection to it raising African American student achievement, instead it placed the burden of diversity primarily on the backs of the African American community. This research concluded that the implementation and development of school choice must include: long-term planning, training, and professional development opportunities for teachers and building administrators, a greater attempt to build trust with African American families through community outreach, and continuous evaluation of the choice program so that the system does not experience unexpected or unwarranted results.","abstract_has_math":false,"creators":["Williams, Dawn Germaine"],"institution":"University of Illinois at Urbana-Champaign","degree_name":"Ph.D.","degree_level":"Dissertation","degree_discipline":"Education","degree_department":null,"school":null,"contributors":["Laurence Parker"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-09-25T19:53:19Z","date_published":"2015-09-25T19:53:19Z","updated_at":"2026-07-22T22:26:12Z","subjects":["Education, Administration"],"languages":["eng"],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier","label":"Identifier","values":["(MiAaPQ)AAI3086216"],"render_values":[{"text":"(MiAaPQ)AAI3086216","href":null,"code":true}]}]},"links":{"outbound_url":"http://hdl.handle.net/2142/79742","outbound_label":"Handle","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Laurence Parker"]},{"key":"dc:creator","label":"Author","values":["Williams, Dawn Germaine"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2015-09-25T19:53:19Z","10000-01-01","2003"]},{"key":"dc:type","label":"Dc Type","values":["text"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Education"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ph.D."]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Illinois at Urbana-Champaign"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education, Administration"]}]},{"id":"language_rights","label":"Language and Rights","entries":[{"key":"dc:language","label":"Dc Language","values":["eng"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["http://hdl.handle.net/2142/79742","(MiAaPQ)AAI3086216"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Within the past five years there is no evidence that African American student standardized test scores on average have increased. This is not concluding that Schools of Choice has a negative effect on African American student achievement, but it is not showing any positive effects that can be related to student achievement. Additionally, stakeholders that were interviewed responded that they did not think that choice was working and did not see any connection to it raising African American student achievement, instead it placed the burden of diversity primarily on the backs of the African American community. This research concluded that the implementation and development of school choice must include: long-term planning, training, and professional development opportunities for teachers and building administrators, a greater attempt to build trust with African American families through community outreach, and continuous evaluation of the choice program so that the system does not experience unexpected or unwarranted results.","Made available in DSpace on 2015-09-25T19:53:19Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3086216.pdf: 9322048 bytes, checksum: bd04bcf849a82b356988b4d39a1d2b07 (MD5) Previous issue date: 2003","Embargo set by: Seth Robbins for item 81024 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","188 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2003."]},{"key":"dc:title","label":"Title","values":["The Promise of School Choice: Local School Control Efforts to Close the Achievement Gap in the Federal Context of Accountability"]}]}],"canonical_facts":{"dc:contributor":["Laurence Parker"],"dc:creator":["Williams, Dawn Germaine"],"dc:date":["2015-09-25T19:53:19Z","10000-01-01","2003"],"dc:description":["Within the past five years there is no evidence that African American student standardized test scores on average have increased. This is not concluding that Schools of Choice has a negative effect on African American student achievement, but it is not showing any positive effects that can be related to student achievement. Additionally, stakeholders that were interviewed responded that they did not think that choice was working and did not see any connection to it raising African American student achievement, instead it placed the burden of diversity primarily on the backs of the African American community. This research concluded that the implementation and development of school choice must include: long-term planning, training, and professional development opportunities for teachers and building administrators, a greater attempt to build trust with African American families through community outreach, and continuous evaluation of the choice program so that the system does not experience unexpected or unwarranted results.","Made available in DSpace on 2015-09-25T19:53:19Z (GMT). No. of bitstreams: 2 license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5) 3086216.pdf: 9322048 bytes, checksum: bd04bcf849a82b356988b4d39a1d2b07 (MD5) Previous issue date: 2003","Embargo set by: Seth Robbins for item 81024 Lift date: Forever Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","Restricted to the U of I community idenfinitely during batch ingest of legacy ETDs","U of I Only","188 p.","Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2003."],"dc:identifier":["http://hdl.handle.net/2142/79742","(MiAaPQ)AAI3086216"],"dc:language":["eng"],"dc:subject":["Education, Administration"],"dc:title":["The Promise of School Choice: Local School Control Efforts to Close the Achievement Gap in the Federal Context of Accountability"],"dc:type":["text"],"thesis:degree_discipline":["Education"],"thesis:degree_level":["Dissertation"],"thesis:degree_name":["Ph.D."],"thesis:institution_name":["University of Illinois at Urbana-Champaign"]},"updated_at":"2026-07-22T22:26:12Z"}