A dissertation completed at
The Center for Education, Widener University,
One University Place, Chester, PA 19013 		 
IMPROVING MINORITY ACHIEVEMENT THROUGH AN EQUITY PROGRAM
Elaine Kirkland, Ed. D.
1998

RETURN
edited 12/21/00

 


ABSTRACT

The purpose of this study is to evaluate the effectiveness of the Equity Academy in its effort to guide school districts in developing plans for increasing the achievement of racial and language minority students. The Equity Academy is a program that originated from the Office of School Equity of the Pennsylvania Departrnent of Education and the Pennsylvania Human Relations Commission. Ten school districts were selected to participate in the program. Selection was based on minority enrollment and performance on the Pennsylvania Department of Education's 1991 TELLS (Test for Essential Learning and Literacy Skills), drop-out rates, overrepresentation in Special Education, and under representation in the Gifted Program.

Nine of the ten school districts participated in the Equity Academy. The school districts that are represented in this study include four Pennsylvania school districts which joined the Academy in the spring of 1992 and five school districts which joined the Academy in the winter of 1992. The school districts' Equity Team members met twice a year for intensive training to develop plans to address the individual school district's needs. The task of each school district was to devise a plan that would change the educational achievement of racial and language minority students within their districts.

This study evaluated test scores, drop-out rates, and enrollments in special education and gifted programs between 1992 and 1995 to determine any change in the status of racial and language minority student achievement since the implementation of the equity plans. These data were compiled from the Division of Data Services in the Department of Education. Secondly, using a formal interview, the researcher ascertained from eight district directors the influence the Equity Academy had on the districts' developed equity plan strategies and variables in their district equity plan that produced change.

Results of this study describe the need of the district superintendent to provide the impetus necessary to decrease achievement disparity among minority and white students through an equity plan. School districts need to disagregate the data of drop out rates, test scores, student enrollment in special education and gifted programs to determine their needs. A committee of district administrators, faculty, school board members, community, and parents need to develop an equity plan. This committee will need training on successful educational programs and research as well . r experiences when drafting the equity plan. School districts should be careful not to allow social issues to impair the results of student achievement. Single parenting, dysfunctional families, drugs, and transient students are some social issues that need to be addressed separately. In this study, the Equity Academy provided the force convincing superintendents, data, training, and guidelines to support districts in developing their equity plans.

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