Year: 2025
Type: dissertation
Abstract: This qualitative case study examined how Durham Public Schools (DPS) identified problems and developed policy solutions through the "Growing Together" initiative, which aimed to revise student assignment policies and redraw school boundaries. Using publicly accessible data from 2018-2023, including Board of Education meeting transcripts, community engagement records, and district documents, the study explored the district's problem identification process, stakeholder involvement, and policy development approach. The research utilized Kingdon's Multiple Streams Framework to analyze how problems were framed and solutions proposed. Findings revealed that DPS employed various community engagement strategies and worked with third-party organizations to identify issues related to efficiency, capacity, growth, and equity. The district proposed a revised student assignment policy using a regional access model to address these concerns. While DPS emphasized community engagement, the study found limitations in transparency and inclusivity of the process. The research highlights tensions between efficiency and equity goals, as well as disparities in how community feedback was incorporated into policy decisions. Implications for educational policymakers include the need for clearer definitions of equity, more inclusive engagement practices, and greater transparency in decision-making processes. This study contributes to the understanding of how school districts navigate complex policy changes in response to demographic shifts and community growth, offering insights for other districts facing similar challenges.
DOI: 10.17615/ws8x-8214
Author: Ericson, Emily Jean
Institution: University of North Carolina at Chapel Hill
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
Open Access status: green
OpenAlex ID: W6906645381
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