School districts have focused reform efforts on increasing the participation of African American, Hispanic, and low-income students in advanced courses to narrow achievement and attainment gaps. Suburban School District adopted these areas in its strategic plan and invested significant resources to address patterns of achievement and course enrollment of these students. This study examined the district’s policy and practices that impact these students’ participation in Advanced Placement courses. Based on its findings, this study recommends revisions to school board policy regarding gifted programs and includes disaggregated metrics for the reporting of board goals based on race and socioeconomic status. The goal is to establish transparency and increase the enrollment and academic performance of low-income, African American, and Hispanic students in advanced programs.
","abstract_html":"<p>School districts have focused reform efforts on increasing the participation of African American, Hispanic, and low-income students in advanced courses to narrow achievement and attainment gaps. Suburban School District adopted these areas in its strategic plan and invested significant resources to address patterns of achievement and course enrollment of these students. This study examined the district’s policy and practices that impact these students’ participation in Advanced Placement courses. Based on its findings, this study recommends revisions to school board policy regarding gifted programs and includes disaggregated metrics for the reporting of board goals based on race and socioeconomic status. The goal is to establish transparency and increase the enrollment and academic performance of low-income, African American, and Hispanic students in advanced programs.</p>","abstract_has_math":false,"creators":["Pueyo, Limaris"],"institution":null,"degree_name":"Ed.D. Doctor of Education","degree_level":"Dissertation - Public Access","degree_discipline":"Educational Leadership","degree_department":null,"school":null,"contributors":["Jason Stegemoller"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2019,"date_issued":"2019-06-01T07:00:00Z","date_published":"2019-06-01T07:00:00Z","updated_at":"2026-07-24T03:21:46Z","subjects":["Expanding Gifted Education","Advanced Placement Access","Minority Students","Equity and Access","Secondary Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://digitalcommons.nl.edu/diss/394","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jason Stegemoller"]},{"key":"dc:creator","label":"Author","values":["Pueyo, Limaris"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2019-06-26T07:00:00Z"]},{"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":["Expanding Gifted Education","Advanced Placement Access","Minority Students","Equity and Access","Secondary Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://digitalcommons.nl.edu/diss/394"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["School districts have focused reform efforts on increasing the participation of African American, Hispanic, and low-income students in advanced courses to narrow achievement and attainment gaps. Suburban School District adopted these areas in its strategic plan and invested significant resources to address patterns of achievement and course enrollment of these students. This study examined the district’s policy and practices that impact these students’ participation in Advanced Placement courses. Based on its findings, this study recommends revisions to school board policy regarding gifted programs and includes disaggregated metrics for the reporting of board goals based on race and socioeconomic status. The goal is to establish transparency and increase the enrollment and academic performance of low-income, African American, and Hispanic students in advanced programs.
"]},{"key":"dc:title","label":"Title","values":["Narrowing Attainment and Achievement Gaps of High School African American and Hispanic Students: Policy Advocacy Document"]}]}],"canonical_facts":{"dc:contributor":["Jason Stegemoller"],"dc:creator":["Pueyo, Limaris"],"dc:date.available":["2019-06-26T07:00:00Z"],"dc:description.abstract":["School districts have focused reform efforts on increasing the participation of African American, Hispanic, and low-income students in advanced courses to narrow achievement and attainment gaps. Suburban School District adopted these areas in its strategic plan and invested significant resources to address patterns of achievement and course enrollment of these students. This study examined the district’s policy and practices that impact these students’ participation in Advanced Placement courses. Based on its findings, this study recommends revisions to school board policy regarding gifted programs and includes disaggregated metrics for the reporting of board goals based on race and socioeconomic status. The goal is to establish transparency and increase the enrollment and academic performance of low-income, African American, and Hispanic students in advanced programs.
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