The achievement gap between students of color and their White counterparts still exists. Identifying and understanding alterable factors in the schooling process that can help to close this gap is critical and has captured national attention. This article looks at one school community’s efforts to fundamentally alter the structure, curriculum, and instructional practices in ways that would help to provide greater educational opportunities for all students. Using heterogeneous grouping in tandem with curricular and pedagogical changes, the ninth-grade program at Liberty High School was modestly successful in creating a learning environment that was intellectually challenging and culturally enriching. Educators at Liberty High School believe such changes will lead to greater academic success for all students and particularly students of color.
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