Equity Is Not Equality: A Critical Comparative Case Study of Two Ohio Education Equity Policies

• In Event: Fairmont Roundtable Session Two
  In Roundtable Session: Persistent Barriers to Liberation: Critical Examinations of Policies in K–12 Settings (Table 10)

Abstract

The purpose of this study was to understand the policymaking process including the creation, adoption and implementation of education equity policies adopted by Cleveland Heights-University Heights, and Shaker Heights City School Districts, two suburban school districts in the inner-ring of Cleveland, Ohio.
The researcher analyzed the policymaking process of each policy with a critical race theory lens to understand how school districts attempted to address systemic inequities through policy. Quadrangulational analysis was used to compare the two policies. Implications from the research findings and recommendations based on findings are offered. This research benefits education leaders and policymakers who seek to understand the development of equity policy at the local level of educational governance.

Author

• Mario Clopton-Zymler, The Intergenerational School
  Presenting Author