Abstract
Across the United States in almost every city, every suburb, and every rural area, there is a gap between the achievements of Black and White students. The term “achievement gap” has become an accepted label in situations where Black students severely underperform relative to their White counterparts. Many school districts have discretely avoided discussing and/or addressing this gap for decades. School District Z, located in an urban suburb of a large Midwestern city, is the focus of this research as they attempt to address the gap. Approximately two-thirds of District Z is composed of students of color, yet the achievement gap between Black and White students is 37 and 41 percentage points in reading and math, respectively. As part of District Z’s plan for addressing the achievement gap, principals will be required to track the attendance and academic achievement of all Black students as part of their evaluation. My previous research explored the effectiveness of tracking the attendance and academic growth of Black students on the achievement gap between Black and White students by examining standardized assessment data since the initiative was put in place. This document attempts to develop instructional delivery systems and policies that will promote reform, specifically as it relates to closing the Black-White achievement gap in District Z. To that end, I argue for a comprehensive policy implementation plan that includes the critical issues District Z is facing, their identified needs, the pros and cons of implementation, and assessment and accountability measures.
","abstract_html":"<p>Abstract</p> <p>Across the United States in almost every city, every suburb, and every rural area, there is a gap between the achievements of Black and White students. The term “achievement gap” has become an accepted label in situations where Black students severely underperform relative to their White counterparts. Many school districts have discretely avoided discussing and/or addressing this gap for decades. School District Z, located in an urban suburb of a large Midwestern city, is the focus of this research as they attempt to address the gap. Approximately two-thirds of District Z is composed of students of color, yet the achievement gap between Black and White students is 37 and 41 percentage points in reading and math, respectively. As part of District Z’s plan for addressing the achievement gap, principals will be required to track the attendance and academic achievement of all Black students as part of their evaluation. My previous research explored the effectiveness of tracking the attendance and academic growth of Black students on the achievement gap between Black and White students by examining standardized assessment data since the initiative was put in place. This document attempts to develop instructional delivery systems and policies that will promote reform, specifically as it relates to closing the Black-White achievement gap in District Z. To that end, I argue for a comprehensive policy implementation plan that includes the critical issues District Z is facing, their identified needs, the pros and cons of implementation, and assessment and accountability measures.</p>","abstract_has_math":false,"creators":["Mitchell, Markisha"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Elizabeth Minor","Harrington Gibson","Gloria McDaniel-Hall"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2018,"date_issued":"2018-04-01T07:00:00Z","date_published":"2018-04-01T07:00:00Z","updated_at":"2026-07-24T03:20:44Z","subjects":["Achievement Gap","Opportunity Gap","Race","Equity","Educational Reform","Black-White Gap","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Other Educational Administration and Supervision","Urban Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/307","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Elizabeth Minor","Harrington Gibson","Gloria McDaniel-Hall"]},{"key":"dc:creator","label":"Author","values":["Mitchell, Markisha"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2018-05-09T07:00:00Z"]},{"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":["Achievement Gap","Opportunity Gap","Race","Equity","Educational Reform","Black-White Gap","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Other Educational Administration and Supervision","Urban Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/307"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Abstract
Across the United States in almost every city, every suburb, and every rural area, there is a gap between the achievements of Black and White students. The term “achievement gap” has become an accepted label in situations where Black students severely underperform relative to their White counterparts. Many school districts have discretely avoided discussing and/or addressing this gap for decades. School District Z, located in an urban suburb of a large Midwestern city, is the focus of this research as they attempt to address the gap. Approximately two-thirds of District Z is composed of students of color, yet the achievement gap between Black and White students is 37 and 41 percentage points in reading and math, respectively. As part of District Z’s plan for addressing the achievement gap, principals will be required to track the attendance and academic achievement of all Black students as part of their evaluation. My previous research explored the effectiveness of tracking the attendance and academic growth of Black students on the achievement gap between Black and White students by examining standardized assessment data since the initiative was put in place. This document attempts to develop instructional delivery systems and policies that will promote reform, specifically as it relates to closing the Black-White achievement gap in District Z. To that end, I argue for a comprehensive policy implementation plan that includes the critical issues District Z is facing, their identified needs, the pros and cons of implementation, and assessment and accountability measures.
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Across the United States in almost every city, every suburb, and every rural area, there is a gap between the achievements of Black and White students. The term “achievement gap” has become an accepted label in situations where Black students severely underperform relative to their White counterparts. Many school districts have discretely avoided discussing and/or addressing this gap for decades. School District Z, located in an urban suburb of a large Midwestern city, is the focus of this research as they attempt to address the gap. Approximately two-thirds of District Z is composed of students of color, yet the achievement gap between Black and White students is 37 and 41 percentage points in reading and math, respectively. As part of District Z’s plan for addressing the achievement gap, principals will be required to track the attendance and academic achievement of all Black students as part of their evaluation. My previous research explored the effectiveness of tracking the attendance and academic growth of Black students on the achievement gap between Black and White students by examining standardized assessment data since the initiative was put in place. This document attempts to develop instructional delivery systems and policies that will promote reform, specifically as it relates to closing the Black-White achievement gap in District Z. To that end, I argue for a comprehensive policy implementation plan that includes the critical issues District Z is facing, their identified needs, the pros and cons of implementation, and assessment and accountability measures.
"],"dc:identifier":["https://digitalcommons.nl.edu/diss/307"],"dc:subject":["Achievement Gap","Opportunity Gap","Race","Equity","Educational Reform","Black-White Gap","Educational Administration and Supervision","Educational Assessment, Evaluation, and Research","Educational Leadership","Other Educational Administration and Supervision","Urban Education"],"dc:title":["Educational Policy Development For Closing The Black And White Achievement Gap"],"thesis:degree_discipline":["Educational Leadership"],"thesis:degree_level":["Dissertation - Public Access"],"thesis:degree_name":["Ed.D. Doctor of Education"]},"updated_at":"2026-07-24T03:20:44Z"}