Abstract
In this study, we examine principals’ data use within four districts are engaged in district-level professional learning around equity. Drawing on Gutierrez's framework for dimensions of equity, we consider how principals engage in data use in light of the dimensions of access, achievement, identity, and power. Findings suggest each district had its own definition of equity and engaged in work at advancing equity based on this unique definition. We conclude with implications for policy, preparation, and practice related to these different understandings of equity.
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