Abstract
ABSTRACT School improvement planning can serve as a mechanism for school leaders to identify and address inequities. Yet, despite longstanding mandates, the empirical evidence base on school improvement plans (SIPs) is surprisingly limited, and even less literature focuses on the intersection of equity and school improvement planning. Using a conventional content analysis, we aimed to better understand the extent to which SIP templates had the potential to create conditions for school leaders to identify and address inequities. Findings suggest that many SIP templates placed minimal emphasis on prompting school leaders to identify and address inequities in their improvement efforts.
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