Degree Date

4-2025

Document Type

Thesis- Public Access

Degree Name

M.S. Master of Science

Academic Discipline

Educational Leadership

First Advisor

Dr. Carla Ford

Abstract

There is a sense of urgency to address the widening achievement gaps among minority students, students with disabilities, and English-language learners. This makes immediate school action necessary to create a more equitable learning environment. Without strategic interventions, including improved teacher retention efforts, stronger student support systems, and effective leadership, these challenges will continue to hinder student success and overall school performance. The purpose of this project is to find solutions for schools to institute to narrow the achievement gap by ensuring all students receive the support needed to succeed. Schools can respond to the learning gap by promoting equitable learning opportunities with data-driven professional development, shared accountability, and inclusive teaching practices. The context of my paper includes research on the achievement gap in U.S. public schools, including the history, contributing factors, key populations affected, and legislative efforts to promote educational equity within the achievement gap. My study includes strategies to close the gap by emphasizing high-quality teaching, culturally responsive practices, and increased support for marginalized students through community and school partnerships. Implementing an action plan focused on improving family involvement, providing culturally responsive professional development for teachers, and establishing ongoing training for teachers in differentiated instruction. My anticipated results are improvements in student achievement, thus narrowing the achievement gap.

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