Graduate Project Title
Methods for Encouraging Economic Diversity in Academically Rigorous Courses
Date of Degree Completion
Master of Education (MEd)
Steven A. Schmitz
Second Committee Member
Steven W. Nourse
Third Committee Member
Don B. Woodcock
In International Baccalaureate (IB) classes at Thomas Jefferson High School, the economic status of students in honors classes does not reflect that of the school as a whole. The author sought ways to bring more students from impoverished backgrounds into rigorous courses. In this school, there is a strong coincidence between etlmic minority status and socioeconomic status. The author believed that in addressing the economic issue the ethnicity issue would also be addressed. This is a practical issue as well as a pedagogical one, because the school's scores on state-wide standardized tests are lower for economically disadvantaged students than for the overall student body. Research is available on helping students from impoverished backgrounds to achieve in school. This project compiled a body of research that will help teachers at Thomas Jefferson to address the needs of economically disadvantaged students.
Kraabel, Karen Patricia, "Methods for Encouraging Economic Diversity in Academically Rigorous Courses" (2010). All Graduate Projects. 915.
Curriculum and Instruction Commons, Disability and Equity in Education Commons, Education Economics Commons, Language and Literacy Education Commons, Secondary Education Commons