Getting Better at Getting More Equitable: Opportunities and Barriers for Using Continuous Improvement to Advance Educational Equity

Item

Title

Getting Better at Getting More Equitable: Opportunities and Barriers for Using Continuous Improvement to Advance Educational Equity

Abstract/Description

In California and across the United States, the K–12 education system continues to perpetuate disparities in learning experiences and outcomes for students, based on race/ethnicity, language, income, and ability, to name a few. This study examines how education leaders think about and use continuous improvement to address equity issues. Key finding: Our interviews suggest that although many leaders understand the great value and potential of continuous improvement, few educational organizations have embraced the concept as an important strategy for creating equity. Education leaders warned against the idea that current continuous improvement methodologies are enough on their own to reduce disparities in student outcomes. Rather, educators emphasized the need for equity to be a more intentional and integrated aspect of a continuous improvement approach.

Author/creator

Valdez, Amber

Takahashi, Sola

Krausen, Kelsey

Bowman, Alicia

Gurrola, Edith

Date

2020

Pages

1-29

Publisher

WestEd

Resource type

en Research/Scholarly Media

Resource status/form

en Published Text

Language

en-US

URL

Full-text Report (WestEd)

Citation

Valdez, A., Takahashi, S., Krausen, K., Bowman, A., & Gurrola, E. (2020). Getting Better at Getting More Equitable: Opportunities and Barriers for Using Continuous Improvement to Advance Educational Equity (pp. 1–29). WestEd. https://www.wested.org/resources/getting-better-getting-more-equitable/

Cited in

Critical Perspectives on the Contexts of Improvement Research in Education

Item sets

Handbook Chapter 11 Citations

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