Achieving racial equity in an urban school district: Historical conditions, critical policy analysis, and community perspective.

This dissertation examines the development and impact of the Jefferson County Public Schools (JCPS) Racial Equity Policy through a historical analysis and the perspectives of African American community leaders. The study explores how systemic inequities, rooted in a legacy of racial discrimination, continue to shape the educational experiences of Black students within JCPS. Drawing on archival research and interviews with key community figures, it evaluates the policy’s intended role in dismantling structural barriers and the community’s cautious optimism regarding its effectiveness. Findings highlight persistent disparities in educational access and outcomes, emphasizing the enduring influence of deep-rooted biases and limitations of previous reform efforts. This research highlights the complexities of implementing racial equity policies within educational systems and the ongoing challenges of addressing systemic disparities. It emphasizes the importance of sustained accountability, inclusive hiring practices, and meaningful community engagement in ensuring that equity efforts lead to substantive change rather than symbolic gestures. Findings reveal that while the JCPS Racial Equity Policy represents a step toward addressing historical injustices, its effectiveness is contingent on the district’s commitment to continuous evaluation, resource allocation, and responsiveness to community concerns. This study contributes to the broader discourse on anti-racist policies in education, offering critical insights into the structural and institutional factors that shape educational equity efforts.