Benchmark – Building Trust in a Diverse Community Case Analysis

and Rationale Template

Part 1: Case Analysis

1. Brief summary of the case:

Case Study 16: Reclaiming The Rose Place community is characterized by its middle-class
demographic and has undertaken the building of a novel low-income housing initiative. The
composition of the community embodies a historical narrative of families who embody the
original white supremacy and have cultivated familial legacies that have shaped the trajectory of
their offspring and descendants. During periods of change, this community has harbored
apprehensions regarding the possible challenges that newcomers may provide to the area, leading
to repeated protests and protests by community members.

Smith - Jackson is an elementary school situated in Rose Place, with a history spanning four
decades. The school's student body consists of 600 children, with 20 of them having special
needs. These students require assistance and accommodations to address their physical
disabilities. Many parents in the local community have volunteered to provide support for these
students with disabilities. Furthermore, the district has made the decision to implement the
integration of Smith Jackson in accordance with a state obligation that stipulates the integration
of all schools by the conclusion of the decade.

The integration of the government has generated community disagreement around the arrival of a
new cohort of students and administrators in the town to address the governmental mandate of
integration. The majority of districts have undergone a change when they implemented a district-
sponsored busing program. The parents in this neighborhood have voiced their dissatisfaction
and lack of acceptance towards the students. Moreover, in light of this directive, the Mayor
proposed to the president of the school board the recruitment of a prominent African-American
school leader to oversee the transition of Smith - Johnson. One parent who has engaged in
volunteer work at the school had an encounter with the principal during which the parent
conveyed significant dissatisfaction with the school's approach to integration. The parent
expressed concerns regarding the integration of new students and the perceived lack of support
for the school's newly appointed principal. Furthermore, as a result of this transition, a significant
portion of these integrated kids are transported from regions beyond Rose Place, which typically
encompasses families from disadvantaged backgrounds and those with poor income.

© 2019. Grand Canyon University. All Rights Reserved. Page 1 of 8

The district has introduced a voluntary busing program, which has caused many parents to be
reluctant to send their children back to Rose Place. This is due to the growing anger within the
community and the sentiments made by community members who believe that everything that is
not white is morally incorrect. Lastly, Rose Place is characterized by a staff population that is
exclusively Caucasian, and a significant number of teachers perceive that the presence of
integrated children is leading to several academic and behavioral challenges inside the school.
Due to the possibility of a decrease in student numbers and the lack of intention among busing
program participants to return, the district faces the risk of losing financing if the families of
these youngsters decide not to attend Rose Place in the upcoming school year.

2. Identify the issues to be resolved:

The governor has established a schedule for the process of integration.

The community's dissatisfaction with the change of districts.

Opposition from parents towards the integration of schools.

The apprehension about consecutiveness and inclusion among incoming families.

Lack of cultural affinity

3. Stakeholders involved in the issue:

Mayor of Rose Place

School District Leadership

Members of the School Board

Members of the Rose Place Community

Jackson-Smith Parents/ Students and Staff

Incoming Students and Families

Principal
© 2019. Grand Canyon University. All Rights Reserved. Page 2 of 8
 4. One or two existing laws or court rulings that relate to the issues:

C. (2019, February 15). Civil Rights - Definition, Examples, Cases, Processes. Legal

Dictionary. https://legaldictionary.net/civil-rights/

Coletti, C. (2017a, April 16). Brown v. Board of Education - Case Summary and Case

Brief. Legal Dictionary. https://legaldictionary.net/brown-v-board-of-education/

5. District policies that relate to the issues:

NBE FILE CODE 5145.4 EQUAL EDUCATIONAL OPPORTUNITY

6. Possible solutions to the issues:

Case Study of the Center for Racial Justice in Education

Staff Training on Diversity

Inclusion Students get the opportunity to engage with the families of their transition group at
their respective residences.

7. The solution you chose to resolve the issues:

To effectively integrate Smith - Jackson and include a wide range of community stakeholders,
including school families, staff, and students, it is crucial to recognize our ethical responsibility
to embrace newcomers and foster a culture that encompasses the diverse stakeholders we serve.
In addition, it is imperative to incorporate the families of these recently admitted pupils in order
to guarantee the safety and optimal educational experience for their offspring. In addition, our
© 2019. Grand Canyon University. All Rights Reserved. Page 3 of 8
school staff will be required to engage in a sequence of inclusion trainings, a diversity case
study, diversity training, and an observation study to assess how we ensure our appearance,
artwork, postings, and staff members who serve our community give all children with
opportunities for representation. A series of community meetings will be organized to convene
community leaders who are responsible for implementing this governmental regulation. These
community members will be encouraged to communicate with their constituents in order to
extend a warm welcome to these students as they become part of our new community. In
addition, there will be numerous meetings with our district-level officials to address the
persistent pressure expressed by community members. Although some community members may
express dissatisfaction with this transition, it is crucial that we address this initiative and change
in light of the significant case of Brown v. Board of Education. Both our income and pupils
should be included in a community and embraced without any malicious or harmful intentions.
These young pupils should be provided with many opportunities to acquire knowledge, develop,
and participate in a supportive setting that fosters student achievement (Murphy, 2024, pp. 1–3).

Every stakeholder in our community will be alarmed by this transformation, as they will
experience the apprehension of change. Our leadership team will offer our kids the chance to
participate in inclusion training, leadership development, and counseling for those who are
facing difficulties during this undesirable change. Our staff members will undergo diversity
training and collaborate with civil rights education activists to study our school community and
push for improvements that will cultivate an inclusive environment.

Finally, there will be a sequence of deliberations with our district's human resources and
superintendent regarding the necessary staff restructuring required to effectively serve our school
community. This restructuring aims to ensure that every member of our community is adequately
represented in various roles, ranging from teaching to leadership positions. Additionally, there
will be a concerted effort to provide transition students with adequate representation across all
departments. Murphy (2024), pages 1

8. Action steps (2-5) for implementing your solution, including a timeline for each step:

Schedule a meeting with School District Leaders to address matters related to transition and
community concerns.

Interact with the Mayor to promote community integration and provide assistance during the
transition process.

Schedule a meeting with the superintendent to address a staff update.

© 2019. Grand Canyon University. All Rights Reserved. Page 4 of 8

 9. Potential moral and legal consequences of solution:

Civil Rights Act of 1964

The Civil Rights Cases. (n.d.). Oyez. Retrieved March 23, 2024, from
https://www.oyez.org/cases/1850-1900/109us3
BROWN V. BOARD OF EDUCATION

Part 2: Case Study Solution Rationale

Support your case analysis with a 500-750 word rationale explaining the solution you chose and
why. How are the values of democracy, equity, and diversity within the school safeguarded by
your decisions? How does your solution demonstrate integrity and fairness, and ensure a school
system of accountability for every student’s academic and social success?
Case Study 16:
Reclaiming The Rose Place community is characterized by its middle-class demographic
and has undertaken the building of a novel low-income housing initiative. The composition of
the community embodies a historical narrative of families who embody the original white
supremacy and have cultivated familial legacies that have shaped the trajectory of their offspring
and descendants. During periods of change, this community has harbored apprehensions
regarding the possible challenges that newcomers may provide to the area, leading to repeated
protests and protests by community members.

Smith - Jackson is an elementary school situated in Rose Place, with a history spanning
four decades. The school's student body consists of 600 children, with 20 of them having special
needs. These students require assistance and accommodations to address their physical
disabilities. Many parents in the local community have volunteered to provide support for these
students with disabilities. Furthermore, the district has made the decision to implement the
integration of Smith Jackson in accordance with a state obligation that stipulates the integration
of all schools by the conclusion of the decade.

The integration of the government has generated community disagreement around the
arrival of a new cohort of students and administrators in the town to address the governmental
mandate of integration. The majority of districts have undergone a change when they
implemented a district-sponsored busing program. The parents in this neighborhood have voiced
their dissatisfaction and lack of acceptance towards the students. Moreover, in light of this
directive, the Mayor proposed to the president of the school board the recruitment of a prominent
African-American school leader to oversee the transition of Smith - Johnson.
One parent who has engaged in volunteer work at the school had an encounter with the
principal during which the parent conveyed significant dissatisfaction with the school's approach
to integration. The parent expressed concerns regarding the integration of new students and the
© 2019. Grand Canyon University. All Rights Reserved. Page 5 of 8
perceived lack of support for the school's newly appointed principal. Furthermore, as a result of
this transition, a significant portion of these integrated kids are transported from regions beyond
Rose Place, which typically encompasses families from disadvantaged backgrounds and those
with poor income. According to Coletti (2017a),

The district has introduced a voluntary busing program, which has caused many parents
to be reluctant to send their children back to Rose Place. This is due to the growing anger within
the community and the sentiments made by community members who believe that everything
that is not white is morally incorrect. Lastly, Rose Place is characterized by a staff population
that is exclusively Caucasian, and a significant number of teachers perceive that the presence of
integrated children is leading to several academic and behavioral challenges inside the school.
Due to the possibility of a decrease in student numbers and the lack of intention among busing
program participants to return, the district faces the risk of losing financing if the families of
these youngsters decide not to attend Rose Place in the upcoming school year. According to C
(1968),

To effectively integrate Smith - Jackson and include a wide range of community

stakeholders, including school families, staff, and students, it is crucial to recognize our ethical
responsibility to embrace newcomers and foster a culture that encompasses the diverse
stakeholders we serve. In addition, it is imperative to incorporate the families of these recently
admitted pupils in order to guarantee the safety and optimal educational experience for their
offspring. In addition, our school staff will be required to engage in a sequence of inclusion
trainings, a diversity case study, diversity training, and an observation study to assess how we
ensure our appearance, artwork, postings, and staff members who serve our community give all
children with opportunities for representation.
A series of community meetings will be organized to convene community leaders who
are responsible for implementing this governmental regulation. These community members will
be encouraged to communicate with their constituents in order to extend a warm welcome to
these students as they become part of our new community. In addition, there will be numerous
meetings with our district-level officials to address the persistent pressure expressed by
community members.
Although some community members may express dissatisfaction with this transition, it is crucial
that we address this initiative and change in light of the significant case of Brown v. Board of
Education. Both our income and pupils should be included in a community and embraced
without any malicious or harmful intentions. These young pupils should be provided with many
opportunities to acquire knowledge, develop, and participate in a supportive setting that fosters
student achievement (Murphy, 2017, pp. 1–3).

Every stakeholder in our community will be alarmed by this transformation, as they will
experience the apprehension of change. Our leadership team will offer our kids the chance to
participate in inclusion training, leadership development, and counseling for those who are
facing difficulties during this undesirable change. Our staff members will undergo diversity
training and collaborate with civil rights education activists to study our school community and
push for improvements that will cultivate an inclusive environment.

© 2019. Grand Canyon University. All Rights Reserved. Page 6 of 8

 Finally, there will be a sequence of deliberations with our district's human resources and
superintendent regarding the necessary staff restructuring required to effectively serve our school
community. This restructuring aims to ensure that every member of our community is adequately
represented in various roles, ranging from teaching to leadership positions. Additionally, there
will be a concerted effort to provide transition students with adequate representation across all
departments.

References

C, C. R. (1968). Civil Rights - Definition, Examples, Cases, Processes. Legal Dictionary.

https://legaldictionary.net/civil-rights/

Center for Racial Justice in Education. (n.d.). Center for Racial Justice in Education. Retrieved March

24, 2024, from https://centerracialjustice.org/mission-vision-values/

Coletti, C. (2017a, April 16). Brown v. Board of Education - Case Summary and Case Brief. Legal

Dictionary. https://legaldictionary.net/brown-v-board-of-education/

Essex, N. (n.d.). School Law and the Public Schools: A Practical Guide for Educational Leaders (6th

ed.). Pearson. http://www.gcumedia.com/digital-resources/pearson/2016/school-law-and-the-

public-schools_a-practical-guide-for-educational-leaders-custom_6e.php

National Association of State Directors of Teacher. (n.d.). nasdtec.net. MODEL CODE OF ETHICS

FOR EDUCATORS (MCEE). Retrieved March 20, 2020, from

https://www.nasdtec.net/page/MCEE_Doc#Principle%202

Newark Board of Education Policy Manual. (n.d.). Newark Board of Education. Retrieved March 20,

2024, from https://boardpolicyonline.com/?b=newark

© 2019. Grand Canyon University. All Rights Reserved. Page 7 of 8

Teaching While Black: An Open Letter to School Leaders - Educational Leadership. (n.d.). Teaching

While Black. Retrieved March 20, 2024, from http://www.ascd.org/publications/educational-

leadership/dec20/vol78/num04/Teaching-While-Black@-An-Open-Letter-to-School-

Leaders.aspx

Title I, Part A Program. (n.d.). U.S. Department of Education. Retrieved March 24, 2024, from

https://www2.ed.gov/programs/titleiparta/index.html#:%7E:text=Title%20I%2C%20Part%20A

%20(Title,ensure%20that%20all%20children%20meet

McCulloch, K., Stewart, A., & Lovegreen, N. (2006). ‘We just hang out together’: Youth Cultures and

Social Class. Journal of Youth Studies, 9(5), 539–556.

https://doi.org/10.1080/13676260601020999

© 2019. Grand Canyon University. All Rights Reserved. Page 8 of 8