The purpose of this brief is to share my reflections as a practitioner-scholar conducting a student-centered inquiry. My dissertation sought to provide a channel for accessing Latinx students’ voice regarding their experiences in credit recovery programs. I share what I learned from students and how the power harnessed by the input of authentic student voice is now driving instructional change throughout the building and the district. I conclude with recommendations for other practitioners on ways they may begin to include students in school improvement efforts as co-leaders, co-researchers, and co-policy actors.
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