This study examined the demographic shifts in a medium-sized school district in West Michigan and the responses developed as a result of these changes during the last two decades. Findings indicated that the district’s school demographics changed from being European American to minority dominant. As a result of these changes in student population composition, the district status shifted to Titles I and III and had to comply with federal policy mandates. The researchers identified and analyzed specific responses the district developed for meeting not only federal policy requirements, but also for responding to students’ academic and social needs. Recommendations for central office, school principals, and classroom practitioners are included.
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