Equity Logics in Networked Improvement Communities: Comparative Case Studies Across Two School Districts

Abstract

Purpose: We compare the equity logics embedded in nine networked improvement communities (NICs) across two districts, how these equity logics are informed by using improvement science (IS) as an approach to continuous improvement, and the consequences of these equity logics for improvement work. Methods: We conducted a comparative analysis of two data sets from separately conducted qualitative case studies of educational leaders’ experiences in equity-focused NICs: one case study focused on three NICs in a district in a large northeastern city and the other case studying six NICs in a large suburban district in the mid-Atlantic. Data collection focused on interviews with school and district leaders participating in the NICs (n = 35) and observations of NIC meetings. We coded data using a matrix of four equity dimensions for three key aspects of the improvement process: the problem focus, groups identified, and the nature of the solution. Findings: We found that five of the nine NICs had members who drew on a wide range of equity logics when defining the problem, identifying groups, and/or designing solutions to address the problem. We found that using IS could encourage a focus on equity, including more transformative/critical equity logics, and did not seem to dampen the focus on equity. Implications: We show that IS can support the work of educational leaders who seek more transformative educational change, but connected opportunities for learning focused on educational equity are likely necessary for educators to develop the conditions and capabilities necessary to leverage IS to advance equity.