Ill-Structured Problem

Discrimination or Background Knowledge, Part I

During Sharon Grey’s first weeks as assistant superintendent, she was approached by a delegation of minority parents representing two of the three middle schools in the district. The parents politely explained that their children in Pocono and Jefferson Middle Schools were routinely denied access to Pre-Advanced Placement courses in both schools. After the parents left, Sharon reviewed the demographics of Pocono and Jefferson. She than reviewed the previous year’s enrollment in eighth-grade Pre-AP courses for both middle schools. Previous-year Pocono Middle School eighth-grade demographics consisted of 35% African American, 12% Hispanic, 5% Asian, and 48% White students. Eighth-grade Pre-AP course demographics consisted of 72% White, 5% Asian, 6% African American, and 6% Hispanic students. Jefferson Middle School demographics consisted of 20% African American, 40% Hispanic, and 40% White students. Eighth-grade Pre-AP course demographics consisted of 75% White, 10% African American, and 15% Hispanic students. Sharon called each of the middle school principals to inquire about the underrepresentation of students of color in eighth-grade Pre-AP courses. She was informed that Pre-AP teachers contended that many students of color did not have the study skills or background knowledge necessary for success in these courses.