Doctor of Education (EdD)
Curriculum and Instruction
First Committee Member
Number of Pages
Substantive attention to disproportionate gaps in achievement between minorities and non-minorities has led state educational agencies to institute responsive policy mandates. The implementation of equity and multicultural policies has resulted in the development of strategies and evaluative measures that assist in building capacity within educational environments to meet the needs of diverse groups of students. This comparative case study examines the ways in which two states have addressed issues of low educational attainment among ethnic and linguistic minority students by instituting equity policy mandates. The two state departments of education have reached out to stakeholders, developed action plans, and attempted to evaluate their own progress in infusing the tenets of multicultural education and principles of equity into educational contexts. This study concludes that state education agencies have taken extensive measures to ensure that policy mandates on multicultural education and equity are systemically implemented. Despite this, the two states continue to rely on local education agencies to evaluate their own progress in aligning organizational structures and pedagogical practices with the specifications set forth in the policy mandates under review. Considerable differences in academic performance and resistance to policy implementation have not persuaded this two states to conduct on-site district or school reviews using instruments specifically designed to measure the extent to which all students are provided equal access and opportunity.
Comparative; Educational; Equitable; Equity; Models; Multicultural; Policies; Reform; State; Study; Systemic
School management and organization; Curriculum planning; Education, bilingual
University of Nevada, Las Vegas
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Jackson Stansberry, Celeste Ann, "A comparative study of state educational *policies: Systemic models of equitable reform" (2002). UNLV Retrospective Theses & Dissertations. 2523.
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