A case study of an independent black school: implications for developing a culturally sensitive assessment model

• Main Author: Shabazz, Hanifah
• Format: Others
• Published: DigitalCommons@Robert W. Woodruff Library, Atlanta University Center 1998
• Subjects: Educational Leadership
• Online Access: http://digitalcommons.auctr.edu/dissertations/2352; http://digitalcommons.auctr.edu/cgi/viewcontent.cgi?article=3694&context=dissertations

The twofold purpose of this study was to assess the effectiveness of an independent Black school in meeting the developmental needs of its students and to consider the implications for developing a more culturally sensitive model for evaluation. The single case study research design was selected for this study. Interviews, participant-observation, document review, and a parental involvement questionnaire were the four major techniques for collecting data. Triangulation was the method used to address the validity and credibility of the findings. Based on the research findings, this study concluded that the school under investigation provided a more holistic approach in educating its students and provided an effective education for Black children in the early grades. Independent school leaders should systematically evaluate their institutions. They should publish their findings so that the wider community can be made aware of their contributions and successes with culturally different student populations. A culturally sensitive model of evaluation is a holistic view of the educational experiences of children. It should include components that assess: the beliefs, values, goals, and objectives of an institution; whether or not a student is developing a positive and healthy identity; teacher and student relationships; and students' moral and spiritual development.