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ERIC Number: ED442716
Record Type: Non-Journal
Publication Date: 2000-Apr-27
Pages: 15
Abstractor: N/A
Reference Count: N/A
Whole School Inquiry That Promotes Equitable Student Outcomes.
Johnson, Ruth S.
The present era is one of accountability, high-stakes standardized testing, and standards-based reform. However, there is a relative absence of meaningful discussion of how to achieve equitable outcomes that do not unfairly penalize the most under-served students. This paper challenges the perpetuation of reform practices that do not measure their effectiveness on equitable student outcomes. The paper proposes a paradigm shift that embraces the need to change cultures and to challenge assumptions and belief systems that block or abort efforts of meaningful reform; a paradigm shift whereby schools are held accountable for how well they educate "all" students in an equitable fashion. Schools and communities must engage in inquiries that reveal institutional practices that contribute to low performance and they must gather data to measure "distribution of learning opportunities." The paper contends that they must then have the will and be bold enough to take the steps and risks to make the necessary fundamental changes in schools and districts. Educators must embrace data as part of their reform strategy, questions must be posed, and data must be gathered and analyzed to assess how well schools and districts confront and address equity issues. The paper discusses the notion of whole school inquiry as a part of school reform, and describes an example of the researcher's personal experiences in facilitating school and district inquiries that are focused on equitable student outcomes and some "lessons learned." (Contains 19 references.) (BT)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A