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Educational equity dominates discussions of US schooling. However, what ‘educational equity’ means is much contested in the scholarly literature and in public discourses. We follow the lead of scholars of color who have problematized the definition of educational equity. They have shown that the dominant, taken-for-granted definitions of equity which disguises the accumulation of societal and educational exclusions of and prejudices toward historically marginalized students, their families, and their communities. In response to this critique, we offer a new definitional framework for ‘educational equity’ that is community-based and, in our specific case, urban community-based. And, then, we will apply this new equity framework to three examples or ‘exemplars’ of education reform to explicate how they do and do not illustrate our framework. We will finish with a brief discussion, recommendations for future scholarship, and some concluding remarks. [ABSTRACT FROM PUBLISHER]

For this qualitative case study (Patton, 2003), we used narrative inquiry (Erlandson, Harris, Skipper, & Allen, 1993) and sought to analyze extended interviews and field notes based on interactions with three rural superintendents working in high-needs, public PK-12 school districts in Texas. We collected data with regard to these superintendents' perceptions of themselves as social justice/equity oriented change agents based on the Equity Oriented Change Agent or EOCA framework developed by Skrla, McKenzie, and Scheurich (2009). Our goal with this study was to glean greater insight into the work of these rural school leaders as potential equity oriented change agents. Additionally, we sought to ascertain any additional EOCA characteristics through analysis of the participants' perceptions. The data revealed themes that aligned with the Skrla et al., (2009) framework as well as some emergent data beyond those EOCA characteristics. These themes afforded us a better understanding of the work of these three rural superintendents as equity oriented change agents and how they perceive their work. [ABSTRACT FROM AUTHOR]

Purpose: The purpose of this article is to suggest the structure and content of an educational leadership program whose aim is to prepare principals for social justice work. Research Design: The authors have conceptualized foundational components for a comprehensive principalship program focused on social justice. They assert that educational leaders for social justice must have three goals at the forefront of their efforts: (a) They must raise the academic achievement of all the students in their school, that is, high test scores do matter; (b) they must prepare their students to live as critical citizens in society; and (c) both of these goals can only be achieved when leaders assign students to inclusive, heterogeneous classrooms that provide all students access to a rich and engaging curriculum. The components addressed for this social justice-oriented principalship preparation program include (a) how students should be selected for such a program and (b) an outline of the knowledge and content for educating social justice leaders. The importance of induction/praxis after students graduate from these programs is discussed. Conclusions: The aim of this article is to provoke a discussion in the field and spark faculty to engage in ongoing conversations and thinking about their own programs and to imagine new avenues for future research in this area. Faculty also can use these suggestions as a guide to assess their efforts and to bolster program quality, sensitive to the unique needs and schooling contexts of their particular students. [ABSTRACT FROM AUTHOR]

The concept of equity traps evolved from a qualitative study that revealed the conscious and unconscious thinking patterns and behaviors that trap teachers, administrators, and others, preventing them from creating schools that are equitable, particularly for students of color Although the results of this original study exposed these equity traps, merely exposing the traps is not sufficient. Hence, the purpose of this article is to offer a useful, pragmatic construct to professors in educational administration departments to help them prepare their principal candidates to be able not only to identify these equity traps but also to understand them and be able to implement strategies to avoid or eliminate these traps. Therefore, the authors clearly define the four equity traps--the deficit view, racial erasure, employment and avoidance of the gaze, and paralogic beliefs and behaviors--and offer practical, successful strategies to avoid or free educators from these traps. [ABSTRACT FROM AUTHOR]

Persistent achievement gaps by race and class in U.S. public schools are educationally and ethically deplorable and, thus, need to be eliminated. Based on their research on schools and districts that have narrowed these gaps, the authors have developed a simplified reconceptualization of equity auditing, a concept with a respected history in civil rights, in curriculum auditing, and in some state accountability systems. This reconceptualized equity auditing is a leadership tool that can be used to uncover, understand, and change inequities that are internal to schools and districts in three areas-teacher quality, educational programs, and student achievement. [ABSTRACT FROM AUTHOR]