Good intentions are not enough—create a bold new leadership paradigm to achieve equity in opportunities and outcomes!

If you're serious about providing a level playing field for all, it is time to do more than identify and lament the reasons for educational disparities and why they persist. John Robert Browne II shows how Culturally Courageous Leadership by all school community stakeholders can help you achieve equitable learning opportunities and outcomes for all students. This practical guide:

Shows how to develop realistic, data-based plans for putting equity initiatives into action; Helps district and school administrators work with teacher, parent, student, and community leaders to advance equity and excellence; Provides concrete examples of what it takes to empower staff and stakeholders through collaborative leadership; Offers tips on how to navigate the politics when addressing the interface between identity, race, culture, poverty, primary language, and achievement

School-based examples, role-play activities, profiles of educators exemplifying leadership for equity, “make it personal” questions, facilitator notes, and diagnostic assessments are provided so you can engage your entire school or district community in equity transformation. If you are ready to take on the challenge of becoming an “equity warrior,” then Walking the Equity Talk will show you the path forward.

Grim Continuities
Grim continuities

The more things change, the more they stay the same.

The Gaps in No Child Left behind

The grim continuities between educational policy and practice in the late 20th century and early 21st century are a continuation of racial/cultural bias, consciously or unwittingly, at all levels of public schooling. The U.S. elementary and secondary education act was first passed in 1965, and last renewed in 2001 when it was titled the No Child Left Behind (NCLB) Act. The NCLB legislation has several sections to address equity issues, including Title I for economically disadvantaged students; Title II for preparing, training, and recruiting high-quality teachers and administrators; and Title III for language instruction of limited English proficient and immigrant students. These sections of NCLB all ostensibly ...

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