CULTURALLY RESPONSIVE LEADERSHIP TOWARD EDUCATIONAL EQUITY: A DIVE INTO THE SPILLOVER EFFECTS OF COVID-19 IN A LARGE TEXAS URBAN SCHOOL DISTRICT
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This study enhances our understanding of the COVID-19 pandemic effects on educational equity and the implications for equity in structures, policies, and practices. The COVID-19 pandemic and educational equity are intersecting issues, and the experiences of educators and student outcomes overlap and are intertwined. The purpose of this research study was to obtain a comprehensive understanding of the COVID-19 pandemic effects on educational equity. This study utilized a multi-method approach. A large urban Texas school district’s dataset for the two years before the COVID-19 pandemic (SY 2017-2018 and SY 2018-2019) and three years during the COVID-19 pandemic (SY 2019-2020, SY 2020-2021, and SY 2021-2022) was utilized for examining equity in student outcomes. The data indicated differences between student subgroups regarding (a) attendance rates, (b) performance trends, (c) retention, (d) AP/IB participation and performance, and (e) kindergarten readiness. A quantitative survey method was utilized for (a) examining barriers experienced by educators during the COVID-19 pandemic, (b) equity in educators’ practices, and (c) equity in educators’ perspectives. The sample consisted of 196 educators in a large urban Texas school district. Responses were analyzed using descriptive and inferential statistics. Results revealed correlational relationships. The linear regression models did not provide strong evidence for relationships between the independent and dependent variables. This study aids educational leaders who must address inequities by examining and implementing strategies that will improve educational equity. This study concludes with a recommendation for educators to utilize data in their strategic actions to eliminate barriers to educational equity.