Publication Date

8-31-2019

DOI (Digital Object Identifier)

10.26716/redlands/doctor/2019.1

Department

Leadership and Higher Education

Degree

Doctor of Education (Ed.D)

Dissertation Chair

Gregory Hamilton, Ed.D.

Committee Members

Alayne Sullivan, Ph.D.

Philip S. Mirci, Ph.D.

Keywords

human capital; local control accountability plan; local control funding formula

Disciplines

Educational Leadership

Abstract

This single-case study explored how equitable access in GATE and AL programs for diverse populations was addressed in the development and implementation LCAP of the LCFF in a school district. Through the review of literature, this study investigated historical foundations of GATE, socioeconomic factors, and policies affecting diverse students in achieving equitable access in GATE or AL programs. The literature revealed that when data from standardized test scores is disaggregated into subpopulations, differences in the achievement of these subpopulations at the advanced levels show an “excellence” gap – a gap in the higher level of academic achievement of students from non-dominant cultures compared to their dominant culture counterparts (Plucker, Burroughs, & Song, 2010). From the data in this study collected through interviews and district documents, three themes emerged: student support, funding, and the availability of resources. However, budgetary shortfalls impeded the implementation of some of the programs.

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