The central purpose of this study was to determine a set of factors that once applied to urban school districts would increase the equity of the system.  To accomplish this purpose, the study also had to consider what makes an education system equitable and then compare that to urban education systems.  This study sought to understand the opinions of urban educators in the secondary setting on how to increase graduation rates and entrance into post-secondary programs.  Finally, the purpose of this study was to give voice to urban educators so that they might add to the discussion about what is best for their students.  This is not to say that urban educators are the only group to have an opinion about the direction of equity within urban education, but their voice has been minimized or left out of the discussion to the point where it seems that it is unworthy of consideration.  It might even be possible that the voice of urban educators has been left out of the discussion for so long because of bias towards urban education. 

 There is something very special about urban educators because they teach even though they are seen as less than their counterparts, they teach even though they are given fewer resources than their counterparts, they teach even though they are paid far less than their counterparts, and they teach even though they are often overlooked by their peers in higher education. They have a strength that can only be matched by their students.  Therefore, the final purpose of this paper is to change the trajectory of research being done on urban education from a deficit-based to a strengths-based perspective.  I believe that for policymakers to actually change policies they have to see a new kind of research being done on urban education.  They need to see that there is much to be learned from urban educators and how they have accomplished all they have.  Policymakers need to see research that shines a positive light on urban students so that they can see the strength they possess and bring to the urban education system.  I would like to see the next generation of researchers study the remarkable strengths of urban education and how things are already being done that can benefit all of education.  If the next generation of researchers takes the time to listen to and appreciate the wisdom of urban educators and urban students, then policymakers will change their perspective on urban education, and then true equity can begin in urban education.   

In addition to the next generation of researchers examining urban education from a strength-based perspective, I believe that further research could be done on the strategies that urban educators felt would be the most effective namely trust between administrators and teachers at 4.97 average rating, online school for credit recovery with a 4.88 average, industry certifications with 4.84 average, attendance intervention at 9th grade with 4.81 average, social capital and social networks with a rating of 4.78, mentorship with a 4.78 average, Early College High Schools with a 4.78 average, and restorative practices with a 4.69 average.  These strategies either individually or in conjunction with another could support our urban students as they embark on their next journey in life and our society’s path toward equity.