Teacher and Administrator Knowledge, Beliefs, Attitudes, and Practices Related to Equity in a Suburban California School District

Abstract

This dissertation is a case study of one district’s efforts to reduce the disparities in educational outcomes among its ethnic groups as well as the disparities in educational outcomes between its economically disadvantaged students and its students that are not economically disadvantaged. The literature reviewed began with the larger historical context around equity issues in education and then discussed in-school and out-of-school factors affecting educational outcomes. The methods used included interviews with teachers and administrators, site visits, and classroom observations. The results summarized the successes and remaining challenges facing the district as it continues its desired journey towards more equitable educational outcomes for the students they serve.