Abstract
Deficit thinking has been attributed to on-going academic and social inequities in school districts. Scholars have discussed addressing deficit thinking before educators enter the classroom through pre-service teacher programs. However, there is a gap in the literature regarding educational leaders’ perceptions and belief systems of culturally, linguistically, and economically diverse students. The impact of deficit thinking at the leadership level can influence program, policy, and planning decisions that can negatively impact any educational change efforts. This conceptual model of educational planning and evaluation will suggest an approach to change the deficit thinking of school district leaders such as superintendents, school board members, principals, and district central staff. The potential implications of addressing deficit thinking from the top can impact problems that have often been attributed to negative mental models, this could include: discipline disparities, disproportionality in special education, underrepresentation in advanced and gifted coursework, and overarching community commitment to public schools. The potential change by addressing deficit thinking from the top could mean shrinking the achievement gap, having culturally responsive educators that enact policies and procedures that do not limit but support the diverse students.
Recommended Citation
Lichtenstein, Melanie
(2018)
"Conceptual Model of Educational Planning and Program Evaluation: Addressing Deficit Thinking at the Top,"
The William & Mary Educational Review: Vol. 5, Article 7.
Available at:
https://scholarworks.wm.edu/wmer/vol5/iss1/7
Included in
Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons