Degree Date
6-2026
Document Type
Dissertation - Public Access
Degree Name
Ed.D. Doctor of Education
Academic Discipline
Educational Leadership
First Advisor
Dr. Lorrie Butler
Abstract
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.
Recommended Citation
Brown, Alana, "Evaluating Equity in 9th and 10th Grade ELA Instruction" (2026). Dissertations. 985.
https://digitalcommons.nl.edu/diss/985
Included in
Curriculum and Instruction Commons, Curriculum and Social Inquiry Commons, Educational Administration and Supervision Commons, Educational Assessment, Evaluation, and Research Commons, Educational Leadership Commons