The Equity Audit in School Reform: Three Case Studies of Educational Disparity and Incongruity

Mitchell, Joshua J.; Poston, William K.

doi:10.1177/105678799200100305

Cited by 4 publications

(6 citation statements)

References 1 publication

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Although this article stops short of reviewing teacher quality and curricular issues, it is a quasi equity audit in that it reviews national achievement data as a means to begin a conversation on test score gaps as an indicator if inequality. Skrla et al (2004) follow Mitchell and Poston (1992) who posit that equity audits are powerful ways to identify, analyze, and evaluate equality and suggest that fully unraveling achievement gaps can shed great insight on the status of parity between racial and ethnic groups and offer remedies for change. This article also considers Mitchell and Poston's (1992) claim that achievement data, with a difference of 20 percentage points or more, is indicative of systemic problems between socioeconomic and racial groups.…”

Section: Black-white Achievement Gapmentioning

confidence: 99%

“…Skrla et al (2004) follow Mitchell and Poston (1992) who posit that equity audits are powerful ways to identify, analyze, and evaluate equality and suggest that fully unraveling achievement gaps can shed great insight on the status of parity between racial and ethnic groups and offer remedies for change. This article also considers Mitchell and Poston's (1992) claim that achievement data, with a difference of 20 percentage points or more, is indicative of systemic problems between socioeconomic and racial groups. In the urban environment, this achievement gap phenomenon is exemplified.…”

Section: Black-white Achievement Gapmentioning

confidence: 99%

See 1 more Smart Citation

Framing African American Students' Success and Failure in Urban Settings

et al. 2008

View full text Add to dashboard Cite

Grounded in critical race theory, this article seeks to frame the ideological positions of success and failure for African American students in urban school settings. First, we revisit national data and research literature that illustrate the ongoing urban Black-White achievement gap. Second, the Matrix of Achievement Paradigms is shared in an attempt to advance the conversation on African American students' achievement. It provides a serviceable organizational tool for framing African American students' success and failure. Finally, we bridge rhetoric with practical ideas for stakeholders by providing recommendations for closing the achievement gap in urban settings.

show abstract

Section: Black-white Achievement Gapmentioning

confidence: 99%

Section: Black-white Achievement Gapmentioning

confidence: 99%

Framing African American Students' Success and Failure in Urban Settings

et al. 2008

View full text Add to dashboard Cite

show abstract

“…To apply, then, one conception of equity audits, Mitchell and Poston (1992) suggested that campuses that differed from district averages by more than 20% were indications of inequity. Alternately, we suggest, depending on the size of the school district, that a higher standard-perhaps 10% deviation from the district average-would ensure greater equity.…”

Section: Teacher Quality Equitymentioning

confidence: 99%

Equity Audits: A Practical Leadership Tool for Developing Equitable and Excellent Schools

Skrla

Scheurich

Garcia

et al. 2004

Educational Administration Quarterly

218

228

View full text Add to dashboard Cite

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 areasteacher quality, educational programs, and student achievement.

show abstract

“…Such systems exist and have been documented by Mitchell and Poston (1992) and others elsewhere in this report. Yet, the attitudes behind these results spring from the same fertile soil of ideas which cause Americans to celebrate the inviolability of the individual, selfreliance, and individual freedoms over oppressive government.…”

Section: Discussionsupporting

confidence: 66%

“…Recent school district curriculum management audits, conducted under the auspices of the American Association of School Administrators, documented a number of educational inequities which correlate with racial and socioeconomic identity. They included curriculum offerings, dropout rates, discipline, special education placements, retentions in grade, graduation rates, test scores, per pupil expenditures and staff allocations (Mitchell & Poston, 1992;Frase et al, 1995;Cannie et al, 1995). In each of these areas, minorities and the poor were found to have less access to the curriculum than their white and affluent counterparts.…”

Section: Summary Of Literature Reviewmentioning

confidence: 99%

Equity attitudes of public school stakeholders: a national study

Scott

View full text Add to dashboard Cite

This manuscript has been reproduced from the microfihn master. UMI fihns the text direcdy from the original or copy submitted. Thus, some thesis and dissertation copies are in typewriter face, vt^e others may be from any type of computer printer.The quality of this reproduction is dependent upon the quality of the copy submitted. Broken or indistinct print, colored or poor quality illustrations and photographs, print bleedthrough, substandard margins, and improper alignment can adversely afifect reproduction.In the unlikely event that the author did not send UMI a complete manuscript and there are missing pages, these will be noted. Also, if unauthorized copyright material had to be removed, a note will indicate the deletion. (e.g., maps, drawings, charts) are reproduced by sectioning the original, beginning at the upper left-hand comer and continuing from left to right in equal sections with small overlaps. Each original is also photographed in one exposure and is included in reduced form at the back of the book. Oversize materials

show abstract

The Equity Audit in School Reform: Three Case Studies of Educational Disparity and Incongruity

Cited by 4 publications

References 1 publication

Framing African American Students' Success and Failure in Urban Settings

Framing African American Students' Success and Failure in Urban Settings

Equity Audits: A Practical Leadership Tool for Developing Equitable and Excellent Schools

Equity attitudes of public school stakeholders: a national study

Contact Info

Product

Resources

About