Degree Date

12-2021

Document Type

Dissertation - Public Access

Degree Name

Ed.D. Doctor of Education

Academic Discipline

Educational Leadership

First Advisor

Harrington Gibson, EdD

Second Advisor

Cheryl D. Watkins, PhD

Third Advisor

Kamau Rashid, PhD

Abstract

To ensure that Chicago Public Schools’ school accountability policy is equitable and representative of the insights and perspectives of those most impacted, this study advocates for CPS to enact a Radically Inclusive Stakeholder Engagement (RISE) policy to enforce a more inclusive policy redesign process. This policy advocacy document examines the history of school accountability through five intersecting domains: education, economics, social context, political context and moral/ethical considerations. Reflecting on my experience as a third-generation CPS student, a CPS parent, former teacher and school leader, I challenge the reader to consider the intention and impact of school accountability on Chicago’s students and to confront the beliefs and practices that have enabled inequity to persist.

Throughout this study I advocate for an inclusive policy redesign process that will work to open the system and promote collaboration to ensure stakeholders are able to bring critical and necessary perspectives into the policy proactively. Making the school system more accessible by implementing an inclusive stakeholder engagement process will require CPS to build the infrastructure to engage stakeholders about the policy and its implications to mitigate unintended and harmful consequences. Here I propose a policy and outline an implementation plan that helps the district move its principles and values of equity and inclusion into practice.

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