This qualitative study explored the development, implementation, and measurement of a district-wide equity initiative in a suburban Chicago school district. The study used a qualitative research design and the researcher as the primary instrument for data collection. The research questions used in the study were designed to document the experiences of developing and implementing an equity plan to raise student achievement, improve school structures, re-center and enhance staff capacity, and strengthen school culture and community. The findings of the study supported that the development and implementation of a district-wide equity initiative is a complex process that requires collaboration and communication among different stakeholders. The study found district leadership played a crucial role in the development and implementation of the equity initiative by providing clear goals, resources, and support. Additionally, the study revealed that the involvement of staff, students, and community members in the process was essential for the success of the equity initiative. Furthermore, the study supported that the use of an equity audit was valuable in assessing the success of the equity plan, but regular follow-up audits were needed to monitor progress. Additionally, the study found that the use of quantitative data such as graduation rates and disciplinary outcomes, as well as qualitative data such as feedback from students, families, and staff through surveys, were effective ways to assess the success of the equity plan and identify areas for improvement. Overall, the study highlighted the importance of ongoing evaluation and continuous improvement in the development and implementation of a district-wide equity initiative. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]