IMPROVING EDUCATION ACCESS AND QUALITY IN GRANVILLE AND VANCE COUNTIES THROUGH POLICIES ADDRESSING GRADE LEVEL PROFICIENCY AND DISCIPLINARY ACTION

This paper explores strategies to improve education access and quality in Granville and Vance Counties, North Carolina, by examining two critical factors: grade-level proficiency and disciplinary actions. Through an analysis of local academic performance data and school discipline records, the research identifies key disparities that hinder student achievement and equity. We evaluatesd the impact of current education policies and proposes evidence-based recommendations aimed at enhancing academic outcomes while reducing exclusionary disciplinary practices. By addressing these interconnected issues, the thesis advocates for policy reforms that promote a more supportive and effective educational environment for all students.