Evaluating Equity in 9th and 10th Grade ELA Instruction
Persistent racial disparities in English Language Arts (ELA) achievement remain a critical challenge in secondary education, particularly for Black students. This mixed-methods study examined the reading proficiency gap between Black and White students in Grades 9 and 10 on the state under study’s reading assessment. The purpose was to identify effective instructional strategies, necessary resources, and implementation processes to reduce the gap and ensure sustainability. Findings indicated that culturally responsive instruction, targeted intervention, and data-informed instructional coaching improved student engagement and reading performance. However, inconsistent implementation and limited early literacy foundations remained significant barriers. Recommendations include strengthening professional learning communities, prioritizing fidelity of implementation, and aligning resources to support sustained, equity-focused literacy improvement.
English Language Arts, Equity, Achievement Gap, Racial Disparity, Curriculum and Instruction, Curriculum and Social Inquiry, Educational Administration and Supervision, Educational Assessment, Evaluation, and Research, Educational Leadership
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