21CSLA's equity-forward work faces pushback from some educational leaders and difficulties recruiting a diverse coaching corps, yet has a strong reputation as an equity resource¶

Claim · All claims
Evidence · 1 study · qualitative r1 · q2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person · recheck by 2027: local conditions change quickly

Subclaims¶

q2 i? Regional academies encounter pushback from some educational leaders and difficulties recruiting a diverse corps of leadership coaches while maintaining a strong reputation among leaders addressing disparate outcomes. → Fitz 2024

Evidence¶

Fitz 2024¶

Fitz, J., Levin, S., & Wechsler, M. E. (2024). Developing educational leaders in California: The 21st Century California School Leadership Academy. Learning Policy Institute. https://doi.org/10.54300/515.306

q2 · i? · qualitative · r1

The report's equity section, based on document review and interviews with regional academy, State Center, and evaluator staff, states these challenges and the initiative's reputation. No quantitative measures are printed.

"While regional academies experience challenges to their equity-forward work—namely pushback from some educational leaders and difficulties in recruiting a diverse corps of leadership coaches—the initiative has established a strong reputation as a resource for leaders looking to address disparate outcomes among different student groups."

Discussion¶

Related Claims¶

• Targeted recruitment of teacher leaders is associated with candidates more likely to become and remain principals — related
• Commissioned evaluations found 21CSLA offerings influenced participants' knowledge, skills, and practices related to evidence-based practices, continuous improvement, and equity — related
• In its first 3-year grant cycle, 21CSLA served approximately 8,300 California leaders through 333 communities of practice and localized professional learning offerings plus coaching for hundreds of leaders — related
• Education leaders believe continuous improvement, when done well, can unearth issues of equity and reveal root causes of inequities in education systems — related