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 |
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