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Abstract
The ongoing literacy crisis in the United States, especially among fourth and eighth graders, presents challenges for diverse student demographics, particularly marginalized groups. Despite instructional methods to improve reading skills, only 37% of fourth graders are proficient, with just 9% of English Language Learners (ELLs) meeting proficiency standards (National Center for Education Statistics, 2023). This study explored racial disparities in literacy, focusing on students of color and ELLs in a suburban elementary school struggling to close achievement gaps. Action research empowered teachers through high-leverage practices within professional learning communities and a Plan-Do-Study-Act (PDSA) framework to implement effective literacy strategies. The findings highlight the need for culturally responsive teaching and ongoing professional development, emphasizing the importance of improving teacher capacity and addressing systemic inequities to support diverse learners and enhance literacy achievement.