Leading Schools of Excellence and Equity: Closing Achievement Gaps Via Academic Optimism : Exploring Best Practices and Documenting Effective Strategies
The purpose of this empirical inquiry of state-recognized "Honor Schools of Excellence" was to explore how these schools of distinction are (or are not) promoting and supporting both academic excellence and systemic equity for all students. In Phase One, quantitative data were collected through equity audits to scan for and then document systemic patterns of equity and inequity across multiple domains of student learning and activities within 24 schools. In Phase Two, the 24 schools were ranked, based solely on minority achievement, and then separated into two types of schools, small gap (SG) schools and large gap (LG) schools. Through site visits (n=16) and the use of semi-structured interviews with principals, assistant principals, teachers, and parent leaders (n=80), qualitative data were then collected to document best practices and effective strategies that principals use to confront and change past practices anchored in open and residual racism and class discrimination. The data were analyzed through the theoretical framework of academic optimism. Three differences between the SG schools and the LG schools were found (encouraging academic achievement, offering instructional feedback, and expecting excellence). To truly honor excellence, we need to embrace equity. As such, in schools where principals support, model, and monitor a teamwork approach, a balanced approach, a strong sense of purpose, and an insistent disposition to assure that all students are served well and that all are encouraged to perform at their highest level, the outcomes of interest are better.
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The Importance of Systemic Equity
Leadership for Excellence and Equity
Similarities in Achieving Excellence
SemiStructured Interview Protocol
About the Authors
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2010 by Information academic achievement academic emphasis Academic Optimism academically gifted achievement equity African American students Bandura behavior beliefs Bryk certification certified teachers classroom Closing Achievement Gaps collaboration collective efficacy curriculum curriculum maps deficit thinking demic dents difference district Documenting Effective Strategies Educational Administration Quarterly educational leadership effective schools ensure equity audits excellence and equity Exploring Best Practices faculty trust focused Gaps Via Academic gifted education Goddard grade HiPass Hispanic Honor Schools impact improvement inequities Information Age Publishing instructional kids Leading Schools math ment minority students NBCTs NCLB nomic North Carolina opportunities parents policies Practices and Documenting programs Publishing All rights Scheurich and Skrla school culture school leaders school leadership Schools of Excellence self-efficacy SGS and LGS SGS principals shared Shoho social justice student achievement student learning systemic equity teacher quality teaching test scores Thousand Oaks