Institutional racism is integral to U.S. social structure, including the public schools. Instituting a limited high school detracking program as a strategy to deal with racial achievement disparities faced strong community resistance. Leadership and a perfect storm of social and political factors made successful implementation of a detracking initiative possible. School community leaders and staff were interviewed about their experiences of systemic change to further access for students of color to honors classes. Results suggest some leadership qualities and characteristics that facilitated the change; the external factors that contributed to the successful change for racial equity are also detailed.
","abstract_html":"<p>Institutional racism is integral to U.S. social structure, including the public schools. Instituting a limited high school detracking program as a strategy to deal with racial achievement disparities faced strong community resistance. Leadership and a perfect storm of social and political factors made successful implementation of a detracking initiative possible. School community leaders and staff were interviewed about their experiences of systemic change to further access for students of color to honors classes. Results suggest some leadership qualities and characteristics that facilitated the change; the external factors that contributed to the successful change for racial equity are also detailed.</p>","abstract_has_math":false,"creators":["Campbell, Marcus"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2015,"date_issued":"2015-12-01T08:00:00Z","date_published":"2015-12-01T08:00:00Z","updated_at":"2026-07-24T03:20:25Z","subjects":["Education","Educational Administration and Supervision","Educational Leadership","Elementary and Middle and Secondary Education Administration","Social and Philosophical Foundations of Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/148","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:creator","label":"Author","values":["Campbell, Marcus"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-04-25T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Dissertation - Public Access"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Ed.D. Doctor of Education"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Education","Educational Administration and Supervision","Educational Leadership","Elementary and Middle and Secondary Education Administration","Social and Philosophical Foundations of Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/148"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Institutional racism is integral to U.S. social structure, including the public schools. Instituting a limited high school detracking program as a strategy to deal with racial achievement disparities faced strong community resistance. Leadership and a perfect storm of social and political factors made successful implementation of a detracking initiative possible. School community leaders and staff were interviewed about their experiences of systemic change to further access for students of color to honors classes. Results suggest some leadership qualities and characteristics that facilitated the change; the external factors that contributed to the successful change for racial equity are also detailed.
"]},{"key":"dc:title","label":"Title","values":["Equity and Excellence: The Story of Lake Shore Community High School's Quest for Racial Justice in Education"]}]}],"canonical_facts":{"dc:creator":["Campbell, Marcus"],"dc:date.available":["2016-04-25T07:00:00Z"],"dc:description.abstract":["Institutional racism is integral to U.S. social structure, including the public schools. Instituting a limited high school detracking program as a strategy to deal with racial achievement disparities faced strong community resistance. Leadership and a perfect storm of social and political factors made successful implementation of a detracking initiative possible. School community leaders and staff were interviewed about their experiences of systemic change to further access for students of color to honors classes. Results suggest some leadership qualities and characteristics that facilitated the change; the external factors that contributed to the successful change for racial equity are also detailed.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/148"],"dc:subject":["Education","Educational Administration and Supervision","Educational Leadership","Elementary and Middle and Secondary Education Administration","Social and Philosophical Foundations of Education"],"dc:title":["Equity and Excellence: The Story of Lake Shore Community High School's Quest for Racial Justice in Education"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:25Z"}