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Do equity audit tools help build teachers' awareness of equitable grading practices for English Language Learners, special-circumstance students, and African American students?
This research explored the use of an equity audit as a tool for helping teachers to provide more equitable grades for English Language Learners (ELL), and African American students. Grading is an important part of the education and teaching profession as it provides feedback to students, families, teachers, and administrators about the students’ progress in courses. Unfortunately, not all educators agree on a universal best practice for grading. Teachers tend to grade based on a hodgepodge of traditions they believe yield the best reports of students’ progress in their courses. This study utilized a qualitative case study method to inquire if equity audits can help bring about equity in grading for ELL, special circumstance, and African American students.