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• W103673741 abstract "Abstract: This invited paper explores challenges involved in developing an equity agenda that will create school and cultures that can effectively address issues of race that are reflected by the achievement Based on a presentation at the Fall 2005 CAPEA conference, the authors explore issues that influence how school systems work and do not work for parents and students of color. The paper also addresses equity and the ways in which educators need to engage with each other and the community around issues of race in order to bring about change. ********** You cannot pick up an educational journal nowadays without seeing an article about the achievement Educational books abound with strategies on how to begin to address the The principal of today, and increasingly in the future, will face challenges as demographics continue to shift the focus to educating more students of color. To paraphrase Gary Howard (1999), you can't lead what you don't know. Most educators accept closing the achievement gap as a goal, at least verbally if not in action. However, student achievement as measured by test scores is one component, but not the sole issue to be addressed within the larger umbrella of pursuing an equity agenda. For example, it is possible to make an immediate impact on test scores in closing the achievement gap for Hispanic English Learners or Black African Nationals by teaching them English. While the test score gap may close, it will not affect the way students of color perceive themselves to be treated if a system is insensitive to their broader needs. An equity agenda places at the forefront the goal of achieving equal outcomes among the various racial groups, and specifically improving the outcomes for African American and Hispanic students. An equity agenda acknowledges that students enter the education system with differing needs and that the way resources are distributed can impact outcomes. It acknowledges that the group performance outcomes achieved within the public education system are indeed unequal, and that if resources are distributed equally or evenly, uneven outcomes will only continue and potentially increase. Furthermore, the distribution of resources (e.g. money, quality of facilities, quality of teaching) is seen as a variable within the organization's control, which can help reduce this gap. The federal government already acknowledges an equity agenda through Title 1 funds distributed to schools meeting specified socioeconomic demographic criteria. We are only talking about the degree that we consider equity issues important. The following constructs are suggested as essential learnings for principals to lead an equity agenda at a school that will help close the achievement The idea presented reflects the perspective of White administrators speaking to other White administrators. It's a Systems Issue ... Not Just the Principal Why is an equity agenda focusing on closing the achievement gap important? Closing the achievement gap is the challenge, even moral obligation, of public education. No matter what data are analyzed, the achievement gap between African American/Hispanic students, and White/Asian students confronts us as the critical issue within society (North Central Region Educational Laboratory, 2004). While charging public schools alone with this challenge may be unfair (Evans, 2005), leading an equity agenda within a school is within reach. However, a school by itself, and by proxy, a principal by him or herself, is especially challenged to pursue an equity agenda unless it is perceived as the primary mission as well. A school exists within a system. A principal cannot be expected to succeed in achieving equity unless it is also an expressed priority of the district. Of course, district is often used as an abstract concept, but in reality reflects the vision and priority as established by the board and superintendent. …" @default.
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• W103673741 title "Preparing Principals to Lead the Equity Agenda." @default.
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