A Descriptive Study of the Case of Eaveston School District: Core Values from Deficit-Based to Asset-Based

A growing body of research has linked educational leadership and student achievement; however, the oppression of students of diverse race, ethnicity, and social class has perpetuated inequities and educational gaps for decades across the United States. Some educational leaders who care deeply about equity and social justice are examining their core values, behaviors, and beliefs, as well as their organization’s policies and practices to identify and implement knowledge and skills that disrupt the inequities producing educational and opportunity gaps. This article reports findings that are part of a larger qualitative descriptive case study that investigated the implementation and experiences of Eaveston School District’s intentional journey to become a culturally proficient school district. For this article, the authors included findings related to (1) how the implementation of the Cultural Proficiency Framework influenced change, and (2) the challenges educational leaders face while implementing the work of Cultural Proficiency. The findings and conclusions of the study suggest that educators can lead organizational change and increase equity, access, and inclusion for all students by using the Four Tools of Cultural Proficiency to cause shifts from deficit-based to asset-based mindsets about students