The terms achievement gap and equity have been a common thread throughout educational research for decades. African American students have been at the center of this discussion as they continue to be impacted by systemic barriers that are often beyond their control. These barriers have had detrimental consequences that have amplified the academic and disciplinary disparities between African American students and their White counterparts over the years. As a result of this increasingly problematic enigma, the federal government has attempted to address these issues through legislation. The Elementary and Secondary Education Act and subsequent reauthorizations and policies were developed to provide additional funding and accountability to states with the hopes of reducing inequities in education. However, as these issues continue to persist, school district leaders and administrators have been tasked with identifying and addressing the root causes these of these barriers. The literature review in this study outlines these policies and highlights several common barriers that impact African American students through the lens of the critical race theory. It then discusses research-based strategies that equity-minded leaders can implement in their buildings. This research study examined the experiences of equity-minded leaders with these barriers and explored the strategies they have implemented to encourage the academic achievement of African American students. The findings from the individual interviews, individual concept map activity, focus group, and the focus group concept map were used to construct an action agenda for district administrators.
|Advisor:||Koonce, Glenn L.|
|Commitee:||Dowd, Nicci, Porter, Michelle , Kreassig, Kurt|
|Department:||School of Education|
|School Location:||United States -- Virginia|
|Source:||DAI-A 82/9(E), Dissertation Abstracts International|
|Keywords:||Academic achievement, Achievement gap, African American, Barriers, Equity, Inequities|
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