What Is the Bottleneck: A Critical Examination of the Processes in Place to Work Toward Student Equity and “Achievement” at Two High Schools

Educators are responsible for ensuring the academic “achievement” of all students. In Wisconsin, this “achievement” is primarily measured through standardized academic assessments. These assessments tend to favor White, middle-class students without disabilities. They emphasize narrow academic skills over broader indicators of “achievement,” such as real-world problem-solving abilities, community building, critical thinking, and social engagement. Over-reliance on these assessments often drives school decisions, potentially leading to inequitable learning opportunities for certain student groups. This study investigated whether the systems in place at two high schools identified for demonstrating high levels of student “achievement” implemented practices that supported their goals of developing equitable access to learning opportunities for all students. Implications include: engaging in conversations about institutional racism, encouraging teacher empowerment; working with families; focusing on racial equity via professional development, equity audits, and the use of a racial equity process in decision-making; and restructuring the state report card. The findings contribute to the literature supporting high school restructuring designed to meet the needs of all learners.