“How Does Data Tell a Story?”: A Critical Discourse Analysis of the Role of Accountability Systems in Shaping Leadership for Racial Equity

This study draws on research literature from antiracist school leadership, accountability systems, and data-driven instructional leadership to examine how K-12 school leaders perceive how accountability systems and data shape their leadership experiences related to racial equity, and how they discursively construct the influence of accountability systems and data in their racial equity work. We apply Critical Discourse Analysis (CDA) as an analytical framework and methodology. Data included focus groups of school leaders who completed preparation programs in Arizona, Illinois, Michigan, or Virginia. Findings suggest that systemic variables reinforced racial stratification and promoted racial equity, and school leaders’ discourse mediated their understanding and use of racially disaggregated data. This study suggests implications for research, practice, and educational leadership preparation programs.