The Role of School District Central Offices in Advancing Equity

• In Event: Roundtable Session 24
  In Roundtable Session: Advancing Reform: The Role of Relationships, Networks, and Partners in District Improvement

Abstract

School districts do not experience significant academic improvement throughout the district without meaningful involvement by their central office (Honig, Copeland, Rainey, Lorton, & Newton, 2010). However, as Rorrer, Skrla, and Scheurich (2008) state, “research over the past two decades often has overlooked, ignored, and even dismissed the potential of districts as substantial contributors to systemic reform” (p. 308). Using districts as institutional actors in systemic reform as a theoretical framework, this case study examines the role that school district central offices play in advancing equity within their school districts. This study found that this school district utilized cultural proficiency to advance equity, reorient the organization, establish policy coherence and provide instructional leadership.

Authors

• Daniel D. Spikes, Iowa State University

• Jason Salisbury, Iowa State University

• Isaiah McGee, Iowa State University