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Improving Academic Achievement, But at What Cost?

The Demands of Diversity and Equity at Birch Middle School

Northern Arizona University, Flagstaff, angelina.castagno{at}nau.edu

This case focuses on an urban middle school that has recently seen much improvement in the academic performance of its students and its reputation within the community. These positive changes, however, have come about largely because of what might be perceived as a narrow focus on standardized curricula, pedagogy, and assessment techniques. Readers are asked to consider the relative costs and benefits of this focus; the implications of change for faculty, administrators, students, and the larger community; and what it really means to lead with a goal of social justice or equity in mind given the nuances presented in this case—nuances that are shared by many urban schools across the nation.

Key Words: equity • achievement gaps • urban education

This version was published on December 1, 2008

Journal of Cases in Educational Leadership, Vol. 11, No. 1, 1-9 (2008)
DOI: 10.1177/1555458908324903


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