Dr. William Allan Kritsonis & Steven Norfleet In 2004, Dr. William Allan Kritsonis was recognized as the Central Washington University Alumni Association Distinguished Alumnus for the College of Education and Professional Studies. Dr. Kritsonis was nominated by alumni, former students, friends, faculty, and staff. Final selection was made by the Alumni Association Board of Directors. Recipients are CWU graduates of 20 years or more and are recognized for achievement in their professional field and have made a positive contribution to society. For the second consecutive year, U.S. News and World Report placed Central Washington University among the top elite public institutions in the west. CWU was 12th on the list in the 2006 On-Line Education of “America’s Best Colleges.”

1. ABSTRACT
A Study of Effective Schools Practices Important to the Achievement of the
African American Student
(September 2009)
Steven Norfleet: B.S. – Bishop College
M.Ed. Texas Southern University
Dissertation Chair: William Allan Kritsonis, Ph. D.
The No Child Left Behind Act has been in effect for several years now, yet test scores
grades 9-12 are not showing a significant decrease in the achievement gap between
African American students and their White peers in core subjects. Ninety-eight African
American college students enrolled in a developmental education mathematics course
were asked to reflect on their high school careers, and provide their perceptions on the
degree of high school effectiveness in preparing them to be successful in college
mathematics. Quantitative data was collected from student participants on a researcher
created survey that provided a measure of high school effectiveness focusing on the
seven correlates of effective schools, and students’ semester grade in developmental
education mathematics. Qualitative data was gathered in interviews with student
participants in focus group and individual interviews and developmental education
mathematics instructors in individual interviews. Tests of significance indicated there
were no significant findings when comparing the results of the correlates of effective

2. schools survey to semester grade in developmental education mathematics. This
suggested high school effectiveness when measured using the seven correlates of
effective schools has an impact on African American student achievement, but not a
significant impact. However, perceptions of interviewees indicated there were school
factors that could be improved that may lead to stronger student academic performance.
The study was important in that it provided a voice for the African American student and
their mathematics instructors to speak on improving achievement of the African
American learner as equal shareholders in the process.