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It responds to persistent educational inequities identified in the United States and through United Nations reporting, linking disparities in academic performance and access to equitable resources with limited opportunities in a rapidly changing global society. Built through participatory action research at the Illinois Mathematics and Science Academy, it institutionalizes equity and excellence via defined equity pathway steps and a scalable, adaptable application for educational institutions.",{"@graph":69,"@context":114},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/e2-equity-and-excellence-framework/593239/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/e2-equity-and-excellence-framework/593239.png","ImageObject",300,407,{"name":92,"@type":93},"Elsa","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-22","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":19},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108],{"name":109,"@type":110,"acceptedAnswer":111},"Why is equity-focused change considered necessary for education systems?","Question",{"text":112,"@type":113},"Without systemic change examining culture, policies, practices, and programs through an equity lens, educational systems are said to continue reinforcing entrenched inequities and limiting student success and future leadership potential.","Answer","https://schema.org",{"og:url":83,"og:type":116,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":118,"canonical":83},"index,follow",{"doc_id":120,"site_id":62},593239,1792191617,{"code":4,"msg":5,"data":123},{"doc_id":120,"user_id":124,"nickname":92,"user_avatar":125,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":126,"file_id":127,"file_url":128,"file_type":129,"file_size":130,"view_count":19,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":131,"language":132,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":133,"faqs":134,"seo_title":135,"seo_description":67,"update_tm":136,"read_time":137,"preview_page_count":4},137455077381,"https://ap-avatar.wpscdn.com/davatar_994ba38a5ba835b3df7d355c54d3ed8d","E2 : Equity and Excellence Framework  \nBy Adrienne Coleman ∗ & Traci Ellis ±  \nBoth the United States and the United Nations have identified, examined, and put out a call to action to address the educational inequities that have disproportionately and negatively affected racially minoritized students, as well as those from a lower socioeconomic background, and poorer countries. Data from the Nations Report Card and the Global Monitoring Report provide evidence of disparities in academic performance and access to equitable educational resources. The outcome of these inequities impacts countries throughout the world, as their residents will not possess the skills and knowledge to thrive in a rapidly evolving global society, nor possess the critical thinking and analytical skills to solve the problems of the world.  \nConsidering there is a national and global equity focus, the Illinois Mathematics and Science Academy engaged in a process of participatory action research to institutionalize and operationalize equity and excellence, ultimately addressing educational inequities. This resulted in the development of the E2: Equity and Excellence Framework, inclusive of the following equity pathway steps: Educational Equity Impact Case, Equity and Excellence Policy, Equity-mindedness Capacity Building, Equity-mindedness Data Collection, Equity-mindedness Meaning-Making, Equity and Excellence Plan, and Equity Scorecard. This framework is a comprehensive, research-informed, equity-minded, inclusive pathway towards advancing educational equity that centers the voices of those with the most risk of experiencing inequities. Educational institutions that want to confront, diminish, and potentially eliminate educational inequities can apply this scalable and adaptable framework.  \nKeywords: equity, educational equity, educational inequity, inclusive education, excellence  \nIntroduction  \nEquity was initially introduced in scientific literature in 1948, but it was not until 1990 that there was national and global focus on it, beginning with the evolution of equality to equity. Subsequently, in 2004 more countries began to conceptualize equity within the context of education (Jurando de los Santos, Morento-Guerrero, Marin-Marin, & Costa, 2020). While this focus on educational equity has existed for nearly twenty years, educational inequity persists, disproportionately affecting marginalized communities including students of color and low-income students, as well as students who live in less developed countries. Specifically, in the United States, it has been reported that the education system is failing to provide equitable  \n∗Director of Equity and Inclusion, The Illinois Mathematics and Science Academy, USA.  \n±Chief Equity Officer (Retired), The Illinois Mathematics and Science Academy, USA.  \nopportunities and outcomes (ECCBN, 2016; Bauman et al., 2005). Regarding students of color, the National Association of Diversity Officers in Higher Education (2021) reports that they have negative experiences in education that lead to lower academic persistence, retention, and graduation rates. In addition, both lower income and students of color are underperforming on state and national assessments (Plucker, Hardesty, & Burroughs, 2013). The Association of American Colleges and Universities (2015) states:  \nExpanding access to quality education is key to making opportunity real for all. It is key to closing America’s deepening divides, strengthening the middle class, and ensuring our nation’s vitality. Yet at all levels [of U.S. education](of U.S. education), there are entrenched practices that reinforce inequities—and that lead to vastly different outcomes for low-income students and for students of color. We are failing the very students who must become our future leaders.  \nWithout a focus on equity within the context of education, the United States could face challenges in remaining a global leader. All students will not have the knowledge and sk","cbCaisY2CkWtlZ17","https://ap.wps.com/l/cbCaisY2CkWtlZ17","pdf",408037,36,"English","# Introduction\n## Equity and its evolution in education\n## Evidence of educational inequities (U.S. and global)\n## Need for systemic change and inclusive, equitable education","[{\"question\":\"Why is equity-focused change considered necessary for education systems?\",\"answer\":\"Without systemic change examining culture, policies, practices, and programs through an equity lens, educational systems are said to continue reinforcing entrenched inequities and limiting student success and future leadership potential.\"}]","E2 : Equity and Excellence Framework | PDF",1792076888,91]