Author ORCID Identifier
https://orcid.org/0000-0002-8251-3859
Abstract
For over two decades, the Integrated Comprehensive Systems (ICS) framework (Frattura & Capper, 2007) has sought to promote systemic equity by addressing the organizational structures and practices that shape student outcomes. Despite its promise, few studies have examined ICS implementation in practice, particularly its impact on Black student engagement and academic success. This qualitative case study investigates a racially diverse Midwestern middle school that adopted ICS to shift outcomes for Black students. Grounded in the ICS framework—conceptually informed by Critical Race Theory and Disability Studies in Education—data from interviews, observations, and achievement records reveal that ICS can disrupt racialized routines, fostering higher literacy rates and access to rigorous coursework. Findings highlight how leadership practices grounded in ICS advance systemic equity and inform leadership preparation programs seeking to operationalize equity through systems-level change.
Recommended Citation
Dunham, H. L. (2026). From Framework to Praxis: An Examination of Integrated Comprehensive Systems (ICS) Equity Reform and Black Student Engagement. The Interactive Journal of Global Leadership and Learning, 4(3). https://doi.org/10.55354/2692-3394.1078
Included in
Curriculum and Instruction Commons, Educational Leadership Commons, Elementary and Middle and Secondary Education Administration Commons, Leadership Studies Commons
