Culturally Responsive Urban Charter School Pedagogy

• In Event: 28.092 - Sheraton Roundtable Two - Osgoode Ballroom
  In Roundtable Session: 28.092-8 - Learning Spaces, Contexts, and Relationships

Abstract

Only a small percentage of charter schools have succeeded in increasing student achievement beyond the levels of traditional public schools. However, some successful charters have been highly-effective at increasing the achievement of minority, English-language learner (ELL) and low-income students. The purpose of this study was to investigate three high-performing urban charter schools and explore the performance characteristics that specifically supported the academic achievement of low-income, urban students.
It was found that at all three schools, teachers and administrators had high-expectations for student achievement accompanied with meaningful support structures to help students meet those expectations, the curriculum was internally developed to meet the needs of the students, and teachers engaged in culturally responsive instructional practices.

Author

• Timothy L. Weekes, Holy Names University