[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-603318-105":59,"doc-detail-603318-en":129},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":122,"head_meta":124,"extra_data":126,"updated_unix":128},105,"en","preparing-principals-to-lead-the-equity-agenda","Preparing Principals - To Lead the Equity Agenda","","This invited paper examines the challenges of developing an equity agenda capable of shaping school and district cultures to address race-related issues reflected in the achievement gap. Drawing on a Fall 2005 CAPEA conference presentation, it analyzes factors influencing how school systems function for parents and students of color. It also discusses how educators must collaborate with one another and the community to drive change, emphasizing equitable outcomes through resource distribution and systemwide priorities.",{"@graph":69,"@context":121},[70,84,104],{"@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/preparing-principals-to-lead-the-equity-agenda/603318/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/preparing-principals-to-lead-the-equity-agenda/603318.png","ImageObject",300,407,{"name":92,"@type":93},"moss~","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":4},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"What is the central challenge discussed in developing an equity agenda?","Question",{"text":111,"@type":112},"Developing an equity agenda that builds school and district cultures able to address race-related issues tied to the achievement gap is the core challenge.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"How does the paper explain the role of the district compared with the school or principal alone?",{"text":116,"@type":112},"It argues that principals and individual schools are unlikely to succeed unless equity is an explicit district priority, since the district acts as a unit of change and shapes reform outcomes.",{"name":118,"@type":109,"acceptedAnswer":119},"Why are test scores not sufficient to define progress toward equity?",{"text":120,"@type":112},"The paper notes that while test-score gaps can narrow, insensitive systems may still cause students of color to feel they are treated unfairly, meaning broader needs must be addressed.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},603318,1792096070,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":44,"language":138,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":139,"faqs":140,"seo_title":141,"seo_description":67,"update_tm":128,"read_time":142},962090895452,"https://ap-avatar.wpscdn.com/davatar_a8503ba1806abce46bf441b54a3ca4cd","Preparing Principals  \nTo Lead the Equity Agenda  \nManny Barbara  \nOak Grove School District  \n& Marty Krovetz  \nSan Jose State University  \nAbstract: This invited paper explores challenges involved indeveloping an equity agenda that will create school and district cultures that can effectively address issues of race that are reflected by the achievement gap. Based ona presentation atthe Fall 2005 CAPEA conference, the authors explore issues that influence how school systems work and do not work for parents and students of color.  \nThe paper also addresses equity and the ways in which educators need to engage with each other and the community around issues of race in order to bring about change.  \nYou cannot pickup an educational journal nowadays without seeing an article about“closing the achievement gap.” Educational books abound with strategies on how to begin to address the gap. The principal of today, and increasingly in the future, will face challenges as demographics continue to shift the focus to educating more students of color. To paraphrase Gary Howard (1999), you can’t lead what you don’t know.  \nMost educators accept closing the achievement gap as a goal, at least verbally if not in action. However, student achievement as measured by  \nVolume 17, Fall 2005 11  \ntest scores is one component, but not the sole issue tobe addressed within the larger umbrella of pursuing an equity agenda. For example, it is possible to make an immediate impact on test scores in closing the achievement gap for Hispanic English Learners or Black African Nationals by teaching them English. While the test score gap may close, it will not affect the way students of color perceive themselves tobe treated ifa system is insensitive to their broader needs.  \nAn equity agenda places at the forefront the goal of achieving equal outcomes among the various racial groups, and specifically improving the outcomes for African American and Hispanic students. An equity agenda acknowledges that students enter the education system with differing needs and that the way resources are distributed can impact outcomes. It acknowledges that the group performance outcomes achieved within the public education system are indeed unequal, and that if resources are distributed equally or evenly, uneven outcomes will only continue and potentially increase. Furthermore, the distribution of resources (e.g. money, quality of facilities, quality of teaching) is seenasa variable within the organization’s control, which can help reduce this “gap.” The federal government already acknowledges an equity agenda through Title 1 funds distributed to schools meeting specified socioeconomic demographic criteria. We are only talking about the degree that we consider equity issues important.  \nThe following constructs are suggested as essential learnings for principals to lead an equity agenda at a school that will help close the achievement gap. The idea presented reflects the perspective of White administrators speaking to other White administrators.  \nIt’s a Systems Issue . . . Not Just the Principal  \nWhy is an equity agenda focusing on closing the achievement gap important? Closing the achievement gap is the challenge, even moral obligation, of public education. No matter what data are analyzed, the achievement gap between African American/Hispanic students, and White/Asian students confronts us as the critical issue within society (North Central Region Educational Laboratory, 2004). While charging public schools alone with this challenge may be unfair (Evans, 2005), leading an equity agenda within a school district is within reach.  \nHowever, a school by itself, and by proxy, a principal by him or herself, is especially challenged to pursue an equity agenda unless it is perceived as the primary district mission as well. A school exists within a system. A principal cannot be expected to succeed in achieving equity unless it is alsoan expressed priority of the district. Of course,","cbCaikuSHoJWu6jd","https://ap.wps.com/l/cbCaikuSHoJWu6jd","pdf",28448,"English","# Preparing Principals - To Lead the Equity Agenda\n## Closing the Achievement Gap as a System Challenge\n## Equity Agenda as a District Mission","[{\"question\":\"What is the central challenge discussed in developing an equity agenda?\",\"answer\":\"Developing an equity agenda that builds school and district cultures able to address race-related issues tied to the achievement gap is the core challenge.\"},{\"question\":\"How does the paper explain the role of the district compared with the school or principal alone?\",\"answer\":\"It argues that principals and individual schools are unlikely to succeed unless equity is an explicit district priority, since the district acts as a unit of change and shapes reform outcomes.\"},{\"question\":\"Why are test scores not sufficient to define progress toward equity?\",\"answer\":\"The paper notes that while test-score gaps can narrow, insensitive systems may still cause students of color to feel they are treated unfairly, meaning broader needs must be addressed.\"}]","Preparing Principals - To Lead the Equity Agenda | PDF",23]