Equity and equality in elementary public education: Historical perspectives and the perceptions of education leaders

The purpose of this qualitative study was to explore how elementary principals perceive their roles in the context of equity and historical inequality in public education. Three elementary principals of three different socio-economically and culturally diverse elementary school districts responded to interviews and questionnaires. They expressed their perceptions of how educational equity and equality are manifested for inner-city African American students in public elementary schools compared to urban and suburban elementary students. In order to deal with the complexity surrounding issues of equity and inequality, this study also examined historic events focusing on the decisions and policies that shaped public education and supported the tenets of critical race theory. The results of this research suggest that a dichotomous society exists in the world of public education among school districts. Lower achievement and lower self-esteem among African American students in the economically challenged environments of inner-city schools are ameliorated by educated parents involved with their children's education, equity of school funding, and a more balanced approach to standardized testing.