Skip to main content

CONCEPTUAL ANALYSIS article

Front. Educ.
Sec. Language, Culture and Diversity
Volume 9 - 2024 | doi: 10.3389/feduc.2024.1434362
This article is part of the Research Topic Situating Equity at the Center of Continuous Improvement in Education View all 6 articles

Fostering Improvement: A Reflection on Equity-Centered Improvement Across Three Initiatives

Provisionally accepted
Segun Eubanks Segun Eubanks *Christine Neumerski Christine Neumerski Pamela Callahan Pamela Callahan Douglas Anthony Douglas Anthony Jean Snell Jean Snell Damaries Blondonville Damaries Blondonville William Viviani William Viviani Laura Liccione Laura Liccione
  • University of Maryland, College Park, College Park, United States

The final, formatted version of the article will be published soon.

    In this conceptual piece, we explore the emerging definition of equity-centered improvement in education. We describe how the Center for Educational Improvement and Innovation, a partnership center at the University of Maryland College Park, both conceptualizes and operationalizes equity across three initiatives: 1) a district-embedded networked improvement community focused on math achievement and social/emotional learning; 2) a school improvement leadership academy which offers evidence-based professional learning to principals and assistant principals serving in high need schools in Maryland and New Jersey; and 3) a racial and social justice collaborative utilizing a research-practice partnership to address issues of equity within Maryland school districts. We present this article as a type of “reflective practice” (Metz, 2001) as we consider how equity-focused continuous improvement plays out across these three initiatives. In focusing on how each initiative embeds and develops equity-focused improvement practices, we investigate the connection between our shared understanding of equity and its implementation.

    Keywords: Normal, Border: Top: (No border), Bottom: (No border), Left: (No border), Right: (No border), Between : (No border), Tab stops: 3.25", Centered + 6.5"

    Received: 17 May 2024; Accepted: 26 Nov 2024.

    Copyright: © 2024 Eubanks, Neumerski, Callahan, Anthony, Snell, Blondonville, Viviani and Liccione. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) or licensor are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

    * Correspondence: Segun Eubanks, University of Maryland, College Park, College Park, United States

    Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.