Publications   

Unfinished Business: Closing the Racial Achievement Gap in our Schools. Pedro Antonio Noguera and Jean Yonemura Wing, Eds. Jossey-Bass, 2006.

In this groundbreaking book, co-editors Noguera and Wing and their collaborators investigated the dynamics of race and achievement at Berkeley High School, whose highly diverse student population illustrates the "achievement gap" phenomenon. Unfinished Business brings to light the hidden inequities of schools - where cultural attitudes, academic tracking, curricular access, and after-school activities serve as sorting mechanisms that set students on paths of success or failure. Unfinished Business examines the results of the Berkeley High School Diversity Project, a six-year research and organizing project that brought together high school students, parents, teachers, staff, and university researchers to explore how a school and a community can act together to address the racial disparities that exist in academic performance. The book explores what factors contribute to the disparity in academic achievement between students of different racial and class backgrounds, and identifies the factors that are responsible for the racial separation of students within the school.
LaShawn Routé Chatmon was the Co-Director of the Diversity Project and contributes to the book.
http://www.josseybass.com/WileyCDA/WileyTitle/productCd-0787972754,descCd-description.html

Teaching as Inquiry: Asking Hard Questions to Improve Practice and Student Achievement.  Alexandra Weinbaum, et al, Eds. Teachers College Press, 2004.

National Equity Project coaches Liz Simons and Tom Malarkey contribute chapters to this examination of invaluable, research-based guidelines for incorporating inquiry into teacher's instructional practices and student work as part of the ongoing work of schools.

From the book's Forward:
"We see the role of collaborative inquiry as creating a professional community where experts and novices learn together from the examination of cases and the support of effective practice. Together, members of inquiry groups hold themselves and their colleagues accountable by surfacing unexamined assumptions and concepts...and by asking and demanding answers to questions such as, Where are we going? How well are we doing? What have we learned from outside experts, other schools and teachers, and our own experiences? How can we support each other in improving our practice?
http://store.tcpress.com/0807744573.shtml]

Working Toward Equity : Resources and Writings from the Teacher Research Collaborative. National Equity Project coaches Tom Malarkey and Liz Simons helped edit this book, in collaboration with CES National, the National Writing Project and the Bay Area Writing Project.  Click here to download the complete PDF.

• Coaching for Educational Equity: The BayCES Coaching Framework This article summarizes the National Equity Project coaching model, including our underlying beliefs, our vision, and the key components of our coaching practice. Our coaching model is designed to identify barriers to equity, as well as create and support conditions that can lead to equity. The model both draws on and develops best practices in coaching, instructional leadership, professional development, school design, and school-district-community partnerships.
• "In The Midst of Transformation: Reflections from the Bay Area Coalition For Equitable Schools." Horace, Winter 2007. LaShawn Routé Chatmon was featured in the Winter 2007 issue of Horace, The Journal of the Coalition of Essential Schools.
• Taking it Up! Leading for Educational Equity. Victor Cary, National Equity Project Senior Director, describes the transformative leadership necessary for equitable schools.
• Coaching for Educational Equity from the Inside Out. Victor Cary describes the social and emotional components of Coaching for Educational Equity. Originally printed in Connections: A Journal of the National School Reform Faculty, Fall 2005.
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