INCREASING MINORITY PARTICIPATION IN ADVANCED PROGRAMS AND CLASSES IN A RURAL NORTH CAROLINA SCHOOL DISTRICT

Abstract

ABSTRACT Tammy R. Boone, INCREASING MINORITY PARTICIPATION IN ADVANCED PROGRAMS AND CLASSES IN A RURAL NORTH CAROLINA SCHOOL DISTRICT (Under the direction of Dr. Karen Jones). Department of Educational Leadership, May 2021.

Does allowing all students equal access to advanced classes have a direct impact on student achievement? The answer is one that can only be provided by engaging in the appropriate research that will allow the scholarly practitioner to examine a problem of practice that encompasses the question within the study. According to the Carnegie Project on the Education Doctorate (CPED model), a problem of practice is defined as a “persistent, contextualized, and specific issue embedded in the work of a professional practitioner, the addressing of which has the potential to result in improved understanding, experience, and outcomes” (The Carnegie Project on the Education Doctorate, 2019). Therefore, as educators, there is a constant need to collaborate with other educators to be aware of the academic needs of students as well as make curricula decisions that affect students. Moreover, it is important to constantly review the needs and challenges faced daily with providing equal educational opportunities for all students in order to follow the CPED model. In order to effectively provide educational opportunities for all students, educators should focus their attention on improving understanding, experiences and outcomes for all students to further delineate the problem.