Effecting change for educational equity is challenging for school administrators. This case study focuses on a new principal with a social justice perspective who recognizes that changes in student demographics require a reassessment of school programs. Realizing that gross inequities have become institutionalized at the school regarding student placement in courses in the arts program, the principal is also concerned that this imbalance may have spilled over into other aspects of school life and instruction. Change will require confronting inequities and adjusting attitudes, procedures, and instruction.
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