This introduction provides an overview of the Every Child Succeeds Act (ESSA) theme of this yearbook.
This analysis seeks to explain the purpose of the Every Student Succeeds Act (ESSA) and outline the current plight of many students of color in the United States. It then uses critical race to contextualize and categorize persistent problems that face the implementation of ESSA for these students of color.
In the midst of parts of ESSA promoting a more diverse educator workforce, the article takes a look that the challenges facing schools at the teacher and leadership level as many school districts make the transitions of engaging in a more diverse environment at the student, teacher, and leadership level.
In light of the Every Student Succeeds Act (ESSA), the newest iteration of NCLB, this article first traces the history of NCLB’s influence on early childhood education and care. New and modified aspects of ESSA are then examined. With unprecedented emphasis on young children, this article discusses the potential impacts of ESSA on early childhood education for years to come.
In this article, we examine the disciplinary experiences of Black students with and without dis/abilities, and the role of the Every Student Succeeds Act (2015) in addressing racial and gender disparities in punishments. Using national data and an equity formula, we determine the percentage of inequitable overrepresentation of Black girls and Black boys for in-school and out-of-school suspensions.
This chapter connects organizational change to research on anti-racism to formulate a new conceptual framework for anti-racist change in education. The goal is to provide PK–1-12 and higher education leaders with a framework that is a useful tool in which to actively dismantle systems of racial oppression and power in their institutions.
This article chronicles the ways in which a graduate department in educational policy studies at a predominantly white, highly selective university scaffolded foundations for institutional diversity for over three decades.
The article focuses on the imperative to implement mentoring as a strategy to achieve racial equity in higher education, and especially faculty of color. A framework for a campus-wide formal mentoring initiative is presented that addresses three critical issues: increasing campus-wide racial diversity, increasing the pipeline of tenured faculty of color, and increasing the retention rates for faculty of color.
Despite the fact that community colleges have more racial diversity in leadership positions relative to four-year institutions, leaders are still predominately White and men. Achieving racial equity in the sector requires attention to underlying assumptions about leadership, changes in processes that identify future leaders, and building a culture of equity to drive change.
Compositional diversity and inclusion statements have been the main focus of institutional efforts to remedy the effects of systemic racism on college campuses. However, diversity and inclusion goals fall short of enacting racial equity and justice. This chapter proposes eight institutional structures, processes, and/or practices to enact racial equity and justice in U.S. colleges and universities.
Plantation politics provides the opportunity to reveal parallel organizational and cultural norms between contemporary higher education institutions and slave plantations. The authors argue that the institutional logics of colonialism and imperialism—which were essential to the establishment of this country and led to the creation of plantations and the enslavement of Black bodies—exists within higher education institutions today.
Systemic racism and the impending inequities in schooling persist, making it apparent the concept of race still matters when it comes to educational leadership. In response, this chapter examines linkages between principal preparation programs, the orientations of the aspiring leaders enrolled within them, and the potential for program graduates to facilitate institutional change for racial equity.
Problem identification and understanding the root causes of racism is important, but more research is needed that goes beyond just identifying the problem and moves forward with systemic action toward rectifying racism within educational institutions. Therefore, each chapter in this yearbook identifies what institutional structures, processes, and practices are necessary to make racial equity in education a reality.
In this scholarly essay, the authors challenge institutional leaders to take up intersectionality as a method of engaging in lasting transformational change that promises to advance racial equity in higher education. The authors also expose the limitations of existing institutional change models by highlighting their intersectional failures and prompt readers to imagine Black women as possibility models for institutional change that transforms higher education and advances racial equity.
This chapter will review and synthesize the relevant literature on professional development, cultural competency, and transformative learning to highlight critical components of culturally competent professional development. The findings from this chapter will enable school district and building leaders seeking to promote racial equity within their schools to provide meaningful learning opportunities for their staff.
This chapter analyzes retrospective interviews with Black LGBTQ college students discussing the racial and intersecting LGBTQ-related obstacles they experienced in high school. Their complex analysis shows the difficulties schools had recognizing the intersections between support for racial equity and LGBTQ-related equity.
Restorative practices hold potential for alleviating the racialized discipline gaps in American schools. Foundational to implementation includes recognizing a need for change, committing to anti-racist policy and practice, and providing professional development and other supports necessary to pave the way for sustained change.
This chapter explores school leadership in fostering racial equity and institutional change for immigrant youth,; including undocumented students and unaccompanied minors.
This chapter will introduce the concept of positionality as a strategy that higher education leaders, educators, and practitioners can employ to engage in critical reflection and action that dismantles systemic racial inequities in higher education. Moving toward equity and justice in higher education involves an interrogation of one’s position within racist organizational contexts; attention to power dynamics as educational leaders, narrators, and subjects of inquiry; and a commitment to transformational practice that can address educational inequities.
Policy makers have to ensure that federal programs align with the needs of underserved communities. For this reason, this article examines the impact that the Every Student Succeeds Act (ESSA) could have on African American students’ access to mental health support services in PreK–12 schools.
This article focuses on the Every Student Succeeds Act, which stipulates numerous provisions for supporting science, technology, engineering, and mathematics (STEM). We reviewed the provisions in five areas pertinent to STEM and based on these presented recommendations to support access, equity, and achievement in STEM content areas.
Drawing from critical race feminism, this articlechapter discusses how Black girls in the Pk–-12 public school system are disregarded and made invisible within educational policy discourse, implementation, and school reform. We analyze educational policies, including the Every Student Succeeds Act (2015), and suggest that the continued failure of legislation to address the intersectional identities of Black girls contributes to racial and gender disparities in school discipline.
This article examines the Every Student Succeeds Act (ESSA) and its implications for educational equity for Black boys. Using critical race theory, the authors argue that, similar to past policies, ESSA intends to ensure educational equity for all students but ignores the ways in which race, gender, and other forms of oppression are implicated in the teaching and learning process and constrain Black male youths’ opportunities to learn.
This article is an appeal born out of my writing and teaching experience for a publicly engaged education scholarship.
This article sheds light on teacher management and strategies for resource acquisition within charter schools, based on a case study of the “concession schools” charter school program in Bogotá, Colombia. The study shows that while charter school teachers in Bogotá feel that many aspects of their work environment are positive, charter schools use the flexibility afforded to them around employment to spend half as much on teachers, though these schools simultaneously employ a range of strategies to access additional resources for other aspects of the education they provide.