School-wide implementation of systems and structures that lead to increased achievement among students of color: a case study of a high-performing, high-poverty urban school

Unrestricted Historically, African American students have been associated with low student achievement. Research documents an existing achievement gap between students of color, specifically African Americans, and their White counterparts. The achievement gap also represents other indicators of equity related to student achievement such as grade point average, drop out rates, college enrollment/completion rates and overrepresentation of some groups in special education. In order to improve the instructional quality of the educational system, practitioners have used research in providing structural and systemic practices that have been proven to raise student achievement. Research has identified common systems and structures in place within high performing schools such as a) leadership b) curriculum and standards-based instruction c) professional development d) assessment and data analysis e) discipline and f) parent involvement.; This study examined systems and structures that were perceived to lead to school-wide effective instruction in high performing high poverty schools. This study also examined how and to what degree systems and structures impacted classroom instruction. The overarching framework for the study is based on Vygotsky's Socio-Cultural Theory of Learning. Social and Cultural Capital exist under the umbrella of the Socio-Cultural Theory of Learning. The study examines the impact of systems and structures on experiences, relationships and beliefs within the context of development and delivery of instructional content in the classroom thus making learning accessible for students of color. This study offers an examination of best practices that increase student achievement at high poverty schools among students of color. Existing practices and strategies for implementation can be replicated to increase academic performance in low performing high poverty schools, enabling schools to experience the same success by ameliorating their instructional program.