The challenges of pursuing equity as a first time superintendent
Subtitle: a multi-case study analysis
By: Leslie A. Boozer
Published: 2013
Language: eng
Number of pages: 147
Subjects: School management and organization; Case studies; Educational change; School superintendents; Educational leadership; Educational accountability
Description: American schools, for the most part, have failed to educate their poor and minority children to the same level as their White, some Asian, and non-poor counterparts (DeShano da Silva, Huguley, Kakli, & Rao, 2007; Diamond, 2006; Gándara, 2010; Gordon, 2003; NCES, 2009; Payne, 2008; Rampey, Dion, & Donahue, 2009; Vanneman, Hamilton, Baldwin Anderson, & Rahman, 2009; Zhao & Qui, 2009). Prior to passing the No Child Left Behind Act (2003), some erroneously believed this phenomenon was only the problem of large urban and rural school districts, which historically faced persistent racial and socioeconomic achievement gaps (Ferguson, 2002, Noguera, 2008). Yet the often perceived "high performing" suburban and small urban districts faced similar academic challenges (Alson, 2003; Diamond, 2006). Some even predict this problem will worsen as these districts frequently suffer from greater achievement gaps than their urban counterparts as their populations shift, becoming less homogenous. Guided by a theoretical framework I developed as part of a book project (Peterkin et al., 2011), I conducted a qualitative study of three school districts to examine how a first-time suburban/small urban superintendent addressed equity issues in her district. Together, the case studies reveal that the superintendents tackled the equity issues by focusing on increasing collaboration and accountability while simultaneously infusing research-based best practices. The superintendents also discussed explicitly the important role of the board of education, their cabinet members, principals and teachers in ensuring their objectives were achieved.

In the end, this study provides three detailed descriptions of how a superintendent can address inequitable access, opportunities and outcomes. This is achieved through her theory of action and a plan to eradicate inequitable policies and practices. This work cannot be conducted in isolation of the district's specific needs, political forces, and human dynamics. Understanding the context is particularly important because the equity problems districts face are very similar despite the context--it is how one solves these problems that is dictated by the context. Framed by this finding and others, this work offers a set of strategies, recommendations, and observations for aspiring superintendents who wish to improve the educational outcomes for all children.
Notes: Vita.

Thesis (Ed. D.)--Harvard Graduate School of Education, 2013.

Includes bibliographical references (leaves 125-132).