Chronicling the Change Process

In this chapter, the authors describe how examining, discussing, and reflecting on disaggregated data on student outcomes resulted in individual and organizational learning. Disparities in educational outcomes continue to affect critical masses of students of color enrolled at community colleges. Organizational learning entails acquiring new ideas that lead to institutional improvements. The practitioner-as-researcher model was developed and shaped by a desire at Center for Urban Education (CUE) for practitioners to learn about the current status of educational outcomes that exist on their respective campuses, and to use the newly acquired knowledge to influence their practices to achieve equity in students' educational outcomes. Although assuming the role of practitioner-researcher is important, becoming equity-minded and engaging in organizational learning is more likely to occur in conversation with others. Individuals begin to conceptualize student outcomes from an equity perspective. Institutions learn from the information and apply new knowledge to existing practices that are in need of change.