Defining, Measuring, and Supporting the Success of Equity Officers

Autor/inn/en	Rice-Boothe, Mary; Marshall, Tanji Reed
Titel	Defining, Measuring, and Supporting the Success of Equity Officers
Quelle	In: Phi Delta Kappan, 104 (2022) 3, S.18-21 (4 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0031-7217
DOI	10.1177/00317217221136593
Schlagwörter	Equal Education; Elementary Secondary Education; Academic Achievement; Accountability; Expectation; Role; Success; School Personnel; School Districts; Public Schools; Georgia; California; Massachusetts (Boston) + Suchen Sie Ihr Suchwort? Schulleistung; Verantwortung; Expectancy; Erwartung; Rollen; Erfolg; Schulpersonal; School district; Schulbezirk; Public school; Öffentliche Schule; Kalifornien
Abstract	As more K-12 school districts have hired equity officers, questions have arisen about their role and effectiveness. A recent Heritage Foundation report, for example, found that schools with equity officers have the lowest achievement outcomes. Mary Rice-Boothe and Tanji Reed Marshall point out, however, that student achievement is not the only metric for determining the success of equity officers. When holding equity officers accountable, it's important to be clear about the expectations for the role, establish appropriate measurements to assess their effectiveness, and provide supports that set the leaders up for success. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01