Narrowing the achievement gap: Factors that support English learner and Hispanic student academic achievement in an urban intermediate school

A persistent and pervasive disparity in academic achievement exists between ethnic minority and English Learner students and their White and Asian peers. This qualitative single-case study of a high-poverty, high-performing middle school focused on the cultural norms, practices, and programs that were perceived to be contributing to narrowing the achievement gap. Through interviews, observations, a survey of certificated staff, and review of school documents, the factors that were perceived to increase academic performance of Hispanic, low-income, and English Learner students were explored.