Present-day educational inequities are the result of systemic racism rooted in longstanding policies and practices. The move to achieve equity is not a new phenomenon; however, the desire to achieve educational equity has become more prevalent in national conversations. Conversations about educational equity have trickled down to the school district and school levels in an effort to influence change. Hence, the desire to address the disproportionate outcomes for students of color, particularly African American and Hispanic students, has resulted in many districts establishing an equity office much like the district that is the focus of this study. This historical study sought to examine Winston-Salem/Forsyth County Schools' organizational decision-making as it relates to pursuing educational equity in academic outcomes, particularly for African American students, and how this system arrived at its current state. Process Theory for organizational decision-making and Bolman and Deal's political frame were utilized to frame this study. This study employed the methodologies of document analysis and oral histories to examine the time period between 1994 and 2004 when the inception of an Equity Committee was formed as a result of a controversial Pupil Assignment and Choice Plan. Specifically, the researcher analyzed school board minutes, Equity Committee reports, and the recollections of seven internal and external stakeholders. Through this qualitative research design, the researcher was able to investigate three events that occurred from 1994 to 2004: (1) the Pupil Assignment and Choice Plan, (2) the establishment of Equity Plus schools, and (3) the formation of an Equity Committee. The study examined three events that occurred between 1994 and 2004 which played a role in laying a foundation for current outcomes. As a result of Supreme Court rulings, federal and state legislations, and local decision-making, the district was unable to achieve the original outcome intended through the development and implementation of the Pupil Assignment and Choice Plan. Even though the Equity Committee was established to provide feedback on issues of equity among schools in the designated eight zones, its influence was minimal. In an effort to improve outcomes for schools that primarily served economically disadvantage students of color, Equity Plus schools were created. Even though the aim was and still is to achieve educational equity, this historical analysis provides insight into how organizational decision-making manifests into long-lasting effects. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://bibliotheek.ehb.be:2222/en-US/products/dissertations/individuals.shtml.]