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Equity Across State Systems: Possibilities and Tensions in Understanding Scale

Item

Title
Equity Across State Systems: Possibilities and Tensions in Understanding Scale
Abstract/Description
This study of a research-practice partnership asks what it means to build more equitable conditions for learning at scale through a seven-state qualitative comparative analysis. Drawing on literature of equity and school reform, we attended to infrastructure, routines, constancy in vision, and collective efficacy as inputs to these systems. We used case study analytic methods to understand each state context before conducting qualitative comparative analysis to analyze the configurations of inputs that supported the most progress toward equity. The analysis revealed that progress toward equity in state systems was consistent with the configurations of constancy with routines, constancy with infrastructure, or collective efficacy on its own. It is hopeful that collective efficacy was a sole input for two states with progress toward equity and coherence, yet progress should be systemic, not placed on individuals. We discuss tensions in understanding equity at scale through qualitative comparative methodology and case studies as well as practical ramifications for educational leaders.
Date
June 2020
In publication
The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020
Editor
Gresalfi, Melissa
Horn, Ilana Seidel
Volume
4
Pages
2453-2460
Place presented
Nashville
Publisher
International Society of the Learning Sciences (ISLS)
Resource type
en
Resource status/form
en
Scholarship genre
en
en
IRE Approach/Concept
Research Practice Partnership (RPP)
Equity
Scale Up
Infrastructure
Education Reform
Equity at Scale
Citation
Wingert, K., Riedy, R., Campanella, M., & Penuel, W. R. (2020). Equity Across State Systems: Possibilities and Tensions in Understanding Scale. In Gresalfi, M. and Horn, I. S. (Eds.), The Interdisciplinarity of the Learning Sciences, 14th International Conference of the Learning Sciences (ICLS) 2020, Volume 4 (pp. 2453-2460). Nashville, Tennessee: International Society of the Learning Sciences.

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