Ill-structured problems (ISPs) have no clear goals or constraints and often involve ethical dilemmas. In fact, ISPs are highly dependent on context as well as the perspective of those who are solving the problem. In approaching an ill-structured problem, educational leaders must attend to alternative points of view and create arguments to justify the proposed solution. The purpose of this case study is to respond to an ill-structured problem with a potential solution.

After reading the case study “Discrimination or Background Knowledge, Part I” found at the end of Chapter 1, respond to the following questions:

• What characteristics of the case study demonstrate that this is an ill-structured problem?
• What ISLLC standards are applicable to this case study and how would you justify your explanation using the text?
• Acknowledging the legal and ethical issues surrounding this case, how would you professionally respond to the following groups to begin to uncover a solution without adding “fuel to the fire”?
• How might you respond to the minority parents who feel their children have been denied access?
• How would you respond to the principals who feel students of color do not have proper study skills?

• Must be at least 1.5 double-spaced pages in length (not including title and references pages) and formatted according to APA style as outlined in the Ashford Writing Center (Links to an external site.).

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.