Date of Award

8-2024

Document Type

Dissertation

Degree Name

Doctor of Education (EdD)

Department

Education Systems Improvement Science

Committee Chair/Advisor

Brandi Nicole Hinnant-Crawford

Committee Member

Edwin Nii Bonney

Committee Member

Barbara Nesbitt

Committee Member

Noelle A. Paufler

Abstract

The persistent underrepresentation of African American students in college and career ready graduates presents a significant challenge within U.S. educational systems. This study investigates targeted strategies to increase the percentage of African American students graduating from high school college or career ready per South Carolina standards. The research was conducted in a rural school district known for its diverse student body and significant disparities in educational outcomes. The study's primary objective was to identify and implement educational interventions that enhance college and career readiness (CCR) specifically for African American students, thereby aiming to bridge the gap in readiness and contribute to educational equity. Using a mixed-methods approach that combined qualitative and quantitative data collecting, the study assessed the efficacy of various readiness-boosting interventions. Some of these measures included the introduction of thorough requirements for college and career readiness, heightened parental involvement, chances for experiential learning, and culturally sensitive instruction. Student performance metrics and surveys of both students and teachers were used to gather data. The results show that implementing CCR standards early improves students' readiness considerably by helping them acquire important life and academic skills. The study also discovered that parental involvement is essential for assisting students in their academic endeavors, especially when it comes to creating a culture that values education. It has been demonstrated that experiential learning successfully connects academic theories to practical applications, improving students' engagement and comprehension of their potential career prospects. Furthermore, the integration of students' cultural identities into their learning experiences was made possible by culturally responsive teaching approaches, which improved student engagement and academic performance.

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