According to research, socioeconomic status has an impact on student’s success and achievement (Gunnar, Frenn, Wewerka, & Van Ryzin, 2009). There are findings that suggest, students who come from low socioeconomic environments are performing lower academically than their counterparts in higher socioeconomic environments (Gunnar, Frenn, Wewerka, & Van Ryzin, 2009). Due to these known contributors of academic success, many school systems release comprehensive school-by-school data that shows families, educators, and the community how schools in the District are performing on a variety of measures of educational equity. Through document analysis, this study focuses on various measures of educational equity (i.e socio-economic status, self efficacy, motivation, and learning preferences) outlined in a large urban school districts’ equity report to examine trends across the district that may or may not contribute to students persistence to graduation. By looking at the various aspects of equity, themes emerged in which the researcher coded into categories. Preliminary results indicate that there are factors that contribute to students academic performance and achievements. It is a hope that this study may serve as a resource to inform district practices and eventual policies around the importance of improving students academics and their success.
