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Using Equity Audits to Create a Support System for Marginalized Students

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Title: Using Equity Audits to Create a Support System for Marginalized Students
Language: English
Authors: Palmer, Dusty L., Almager, Irma L., Valle, Fernando, Gabro, Cathy, deLeon, Vanessa
Source: School Leadership Review. 2019 14(2).
Availability: Texas Council of Professors of Educational Administration. Web site: https://scholarworks.sfasu.edu/slr/
Peer Reviewed: Y
Page Count: 25
Publication Date: 2019
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Secondary Education
Descriptors: Equal Education, Audits (Verification), Disadvantaged, English Language Learners, Students with Disabilities, Special Education, Principals, Administrator Education, Data Use, Progress Monitoring, Program Effectiveness, Educational Planning, Elementary Secondary Education
Geographic Terms: Texas
ISSN: 1559-4998
Abstract: This qualitative content analysis study examined the framing of equity audits and the Texas Accountability Intervention System (TAIS) plans implemented by aspiring principal fellows to develop a support system for marginalized students. The purpose of this study was to demonstrate how a principal preparation program leverages equity-driven data to support the learning and engagement of all students, with an emphasis on supporting English Language Learners (ELL)s and Special Education (SPED) students. The findings revealed that using equity-driven data and progress monitoring quarterly goals did impact student learning, specifically with the ELL and SPED population.
Abstractor: As Provided
Entry Date: 2020
Accession Number: EJ1269673
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Using Equity Audits to Create a Support System for Marginalized Students
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  Data: <searchLink fieldCode="SO" term="%22School+Leadership+Review%22"><i>School Leadership Review</i></searchLink>. 2019 14(2).
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  Data: This qualitative content analysis study examined the framing of equity audits and the Texas Accountability Intervention System (TAIS) plans implemented by aspiring principal fellows to develop a support system for marginalized students. The purpose of this study was to demonstrate how a principal preparation program leverages equity-driven data to support the learning and engagement of all students, with an emphasis on supporting English Language Learners (ELL)s and Special Education (SPED) students. The findings revealed that using equity-driven data and progress monitoring quarterly goals did impact student learning, specifically with the ELL and SPED population.
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  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 25
    Subjects:
      – SubjectFull: Equal Education
        Type: general
      – SubjectFull: Audits (Verification)
        Type: general
      – SubjectFull: Disadvantaged
        Type: general
      – SubjectFull: English Language Learners
        Type: general
      – SubjectFull: Students with Disabilities
        Type: general
      – SubjectFull: Special Education
        Type: general
      – SubjectFull: Principals
        Type: general
      – SubjectFull: Administrator Education
        Type: general
      – SubjectFull: Data Use
        Type: general
      – SubjectFull: Progress Monitoring
        Type: general
      – SubjectFull: Program Effectiveness
        Type: general
      – SubjectFull: Educational Planning
        Type: general
      – SubjectFull: Elementary Secondary Education
        Type: general
      – SubjectFull: Texas
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      – TitleFull: Using Equity Audits to Create a Support System for Marginalized Students
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            NameFull: Palmer, Dusty L.
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            NameFull: Valle, Fernando
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            NameFull: Gabro, Cathy
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