Agenda Welcome/Introductions Examine core beliefs about promoting equity for students of color Discuss policies, practices and structures in our school system that perpetuate inequities based on race. Discuss strategies that can help to eliminate inequality Closure (10 minutes) (15 minutes) (5 minutes)
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Outcomes - Participants will...• Examine core beliefs about promoting equity for
students of color.
• Discuss policies, practices and structures in our school system that perpetuate inequities based on race.
• Discuss strategies that can help to eliminate inequality.
Agenda
• Welcome/Introductions
• Examine core beliefs about promoting equity for students of color
• Discuss policies, practices and structures in our school system that perpetuate inequities based on race.
• Discuss strategies that can help to eliminate inequality
• Closure
(10 minutes)
(15 minutes)
(15 minutes)
(15 minutes)
(5 minutes)
Inquiring Thoughts
Step 1: In pairs or groups of three, discuss each question.Step 2: Decide what question you want to tweet about.Step 3: Using 30 characters or less, tweet the key takeaway from your discussion.
•What are the core beliefs that guide my work in promoting equity for students of color?
•What policies, practices, and structures in our school system perpetuate inequities based on race?
•What strategies do you think can help eliminate inequality?
“We can, whenever we choose, teach all children whose learning is important to us. Whether we do so depends upon how we feel about the fact that we have not done so already.”
Dr. Ron EdmundsFounder, Center for Effective Schools
Students of Color
• The overall number of Latino, African American, and Asian students in public K–12 classrooms is expected to surpass the number of non-Hispanic whites.
-The National Center for Education Statistics has estimated that minorities will comprise 50.3% of students in public school classrooms in the
2014–2015 academic year.
SOURCE: National Center for Education Statistics, 2014
• Since the 1990s, low-income students’ fourth- and eighth-grade math scores have risen with every NAEP administration between 2013 and 2015; however, their scores fell in both grades.
• Between 2013 and 2015, eighth-grade reading and math scores fell for African American students, the first time on record that scores have fallen among African American eighth-graders.
• Over time, Latino students’ reading and math scores have risen in all four grades and subjects, with no significant drops. Between 2013 and 2015, scores fell significantly in eighth-grade reading and were flat in all other grades and subjects.
Source: Education Trust, 2015.
Students of Color (Cont.)
Policies, Practices, and Structures• Key policy areas affect equity.• Policy compliance and implementation barriers must
be addressed.• Culturally responsive teaching uses “the cultural
knowledge, prior experiences, frames of reference, and performance styles of ethnically diverse students to make learning encounters more relevant and effective for them” (Gay, 2013).
• Restructuring school finance systems may be required.
• When comparing the revenues of the highest and lowest poverty districts across the country, the highest poverty districts received about $1,200, or 10%, less per student than the lowest poverty districts (The Education Trust, 2015).
• Disadvantaged students have less access to effective teachers (National Center on Education and the Economy, 2013).
Policies, Practices, and Structures (Cont.)
Strategies to help Eliminate Inequality• Solicit the views of the student
– Ultimate expert• Develop equitable allocation of resources
– Equity and Excellence Commission (ECS) Education Leadership Policy Toolkit provides guidelines for doing this.
• Develop and implement culturally responsive policies, practices, and structures– Diversity, values, clarify misconceptions about
equity• Deliver culturally relevant instruction
– The Center on Great Teachers and Leaders research paper on evaluating teacher effectiveness provides a 5-point definition of effective teaching based on current research.
Strategies to help Eliminate Inequality (Cont.)
According to the U.S. Department of Education (2006), “for the first time ever, we are looking ourselves in the mirror and holding ourselves accountable for educating every child...that means all children, no matter their race or income level or zip code” (p.1).
ReferencesGay, G. (2013). Teaching to and through cultural diversity. Curriculum Inquiry, 43(1), 48–70.The Education Trust. (2015). Statement and analysis from The Education Trust: 2015 NAEP Results
[Press Release]. Retrieved from https://edtrust.org/press_release/statement-and-analysis-from-the-education-trust-2015-naep-results/
Education Northwest. (2013). Equity Priorities in the Northwest and Pacific: A regional dialogue. Retrieved from http://educationnorthwest.org/resources/equity-priorities-northwest-and-pacific-regional-dialogue
National Assessment of Educational Progress (NAEP). (2015). Achievement gaps. Retrieved from https://nces.ed.gov/nationsreportcard/studies/gaps/ National Center for Education Statistics. (2014). Projection of statistics to 2022. Retrieved from
http://nces.ed.gov/pubs2014/2014051.pdfNational Center on Education and the Economy. (2013). What does it really mean to be college and work
ready: The mathematics required of first year community college students. Retrieved fromhttp://www.ncee.org/college-and-work-ready/
U.S. Department of Education. (2006). No child left behind: How No Child Left Behind benefits African Americans. Retrieved from http://www.ed.gov/nclb/accountability/achieve/nclb-aa.html
Ushomirsky, N., & Williams, D. (2015, March). Funding Gaps in 2015: Too many states still spend less on education students who need the most. Funding Gaps, The Education Trust, 1–9.
Darlene Morgan Brown, Ph.D.American Institutes for Research
