Abstract
In North America and elsewhere, the students educated in public schools have long been diverse along dimensions of race/ethnicity, national origin, native language, socioeconomic status, gender, and physical ability. Even so, social and cultural diversity is accelerating, so that most teachers and schools, whether located in urban, suburban, or rural contexts, can now expect to encounter students from widely varying backgrounds (Natriello, McDill, & Pallas, 1990; Nieto, 1999; Riehl, 2000). Diversity in student enrollment has virtually always led to unequal levels of educational achievement and attainment for students from different backgrounds. Increasingly, however, public officials, advocates, and others are challenging the inevitability of this result and are crafting policies to hold schools and school systems accountable for equitable learning for all students
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Riehl, C. (2005). Educational Leadership in Policy Contexts That Strive for Equity. In: Bascia, N., Cumming, A., Datnow, A., Leithwood, K., Livingstone, D. (eds) International Handbook of Educational Policy. Springer International Handbooks of Education, vol 13. Springer, Dordrecht. https://doi.org/10.1007/1-4020-3201-3_20
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