04/03/2024 19:36 Equity in Education: Where to Begin?

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GEORGE LUCAS E D U C AT I O N A L F O U N D AT I O N

E D U C AT I O N EQUITY

Equity in Education: Where to Begin?

If we hope for equity in education, we may have to
abandon our efforts toward standardization and recognize
the individuality of our students.
By Terry Heick

January 21, 2015

In a profession increasingly full of angst and positioning and corrective policy, there are

few ideas as easy to get behind as equity.

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Equal. Equality. Equity. Equilibrium. Equate. These are all fine ideas -- each tidy and

whole, implying its own kind of justice while connoting the precision of mathematics. Level.

Same. Twin. Each word has its own nuance, but one characteristic they share is access --

a level, shared area with open pathways that are equidistant to mutually agreed-upon

currencies.

When discussing equity, there are so many convenient handles -- race, gender, language,

poverty, access to technology -- but there may be a larger view that we're missing.

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The Scale of Equity

There isn't a more global issue, equity being perhaps the global issue of our time.

According to United Nation statistics published last year in The Economist

(http://www.economist.com/blogs/freeexchange/2013/11/gender-inequality) :

This is a starkly different conversation about equity than the one we might have in the

U.S., U.K., Canada, or Australia. We have the luxury of becoming choosier, and harsher on

ourselves, as progress is made. In other words, let's first make sure there are free, quality

schools everywhere, and that children can all read and write, and later we can concern

ourselves with iPads vs. Androids, or the broadband access in our poorest communities.

It’s easy to miss the scale of equity as an "issue," because unlike assessment, curriculum,

teacher pay, class sizes, educational technology, or any other persistently evergreen edu-

choke point, equity never stops affecting. It's both the center and periphery of everything

because we're always who we are and where we are.

The Cultural Effect

As a species, we express ourselves through difference. What makes "culture" interesting is

how it both recognizes the individual and simultaneously allows individuals to disappear

into the whole again -- identity and anonymity. There is a constant self-to-group transaction

based on both affection (inward expression) and image (outward expression). This

transaction is then repeated across cultures, with completely different functions.

Differences within and across cultures are differences nonetheless, but the individual can

think while groups simply gather.

So this is a brutally narrow take on how people gather, cohort, and manifest their vision of

what it means to be human, but the point remains: As educators, we suffer that same

reductionism when we see the masses in the same way that Nielsen does television

ratings. Students aren't demographics, and it’s murky at best to see how treating them that

way has improved their lot, or our shared progress.

While squinting and trying to narrow gaps, it's easy to lose the scale and product of our

work. The segmenting of individual students into a group, and that group into a subgroup,

and their understanding into data, and the knowledge that we hope they learn into our

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teaching standards -- this all becomes a tone, a posture dictating the terms of teaching

and learning. Equity in the classroom is different than in the job market.

A sub-corollary is that we all share equity and inequity, both in possession and effect. In

The Hidden Wound, Wendell Berry writes:

This is both abstract and practical. We share both living space and social membership.

The Puzzle of Individuality

Somehow, more so than any other industry or profession, public education is expected to

aggregate these inherent disparities while transcending them. Our task?

Create a curriculum that provides a common language for knowledge without homogenizing the

nuance of that knowledge.

Design learning models that are inherently inclusive regardless of access to technology.

Establish authentic functions for family members and communities who may speak a completely

different language.

As individuals, we work to separate ourselves -- as children, often based on image; and as

adults, often based on income, where we choose to live, what we drive, the smartphone we

carry, and what we do "for a living." But each expression of self -- gender, native language,

race, sexuality, socioeconomic level, and so many others -- is also an opportunity for

disparity that works to undermine the function of education.

It's easy to see equity in education as a matter of fairness, access, and inclusion, but

that's only the case if what's being fairly accessed is a system of teaching and learning

that's fluid, responsive, dynamic, neutral, alive, and able to meet the needs of an

increasingly global population. For an industry struggling to get every student reading on

grade level, this may be a bit much. My gut reaction is that this can only occur through the

affectionate expression of the local -- this student in this home in this community, with the

school functioning as an extraordinary support system.

Rebuilding From the Basement

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The equity is at the student level rather than the demographic level because demographics

only exist on paper. Every student experiences commonality and difference -- what's

shared (a student needing knowledge) and what's distinct (urban, rural, white, black, male,

female). This never stops. We can revise our schools, curriculum, pedagogy, and

technology until it's inclusive, fair, and accessible to every student, but that ongoing effort

continues to represent a kind of basement for our goals.

Why not consider something more ambitious? New thinking about the terms and definitions

of gender emphasize both the characteristics and the fluidity of any culture. If we insist on

standardizing content, maybe we can avoid standardizing education. How many different

answers are there to the question, "Why learn?" Fantastic! Let's iterate ourselves until we

can honor that.

The work before us, then, may not be to level an academic playing field for which there is

no even, but rather to create new terms for why we learn, how, and where -- and then

change the expectation for what we do with what we know.

S H A R E T H I S STO RY

FILED UNDER

Education Equity Administration & Leadership

Culturally Responsive Teaching Diversity Education Trends

E D U C AT I O N EQUITY

Using Data to Advance Equity

Listening to students is a valuable source of data as

schools seek to support students and create more
equitable learning outcomes.
By Tyrone C. Howard

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February 20, 2024

Equity now is anchored on an idea that students’ voices matter. If we listen to our students,

they will tell us precisely what they need, but they might tell us things that we may not

want to hear. Listening to students can be a valuable data point. There will be no need to

guess or hypothesize about how we can best support them; we can go directly to the

source. But we must be prepared to hear the honest, insightful, surprising, critical, and at

times angry perceptions that young people can offer. I recently worked with a school

district that has been focused on improving the experiences and outcomes of Black

students. I was brought in to help the district “do better” by its Black students. The district

asked me if I could help to create a plan of action or set of professional learnings to help

improve Black student outcomes across the district.

The first question I asked was “Have you talked to the Black students yet?” After receiving

a negative to that question, that was my first data point to collect. How can we figure out

how to support and serve Black students without first talking to Black students? In

response, I was part of a team that did just that; over the course of a three-month period,

we held “listen and learn” sessions with hundreds of Black high school students about their

likes and dislikes of their schools, what they wish teachers knew about them, how to make

schools better, what contributes most to their learning, and their experiences with their

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peers. These data (which were collected anonymously) were powerful, sad, infuriating, and

enlightening. As follows, you will see some of the comments (data) that came from Black

students about their experiences in school. Students were provided several prompts and

then asked to respond on sticky notes. The prompts are followed by a sampling of

responses.

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A D M I N I S T R AT I O N & LEADERSHIP

How to Conduct a Systemic Equity Audit

Recommendations from a targeted report can help school

leaders plan and implement policies that benefit all
students.
By Heather Wolpert-Gawron

January 9, 2024

There is a Zulu greeting that recognizes people’s worth and dignity: “Sawubona.” It means

“I see you, I hear you, I value you, and you are important to me.”

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Thinking about equity in an educational organization is about ensuring that all students

feel seen, heard, and valued. However, in the current educational system, inequities may

occur under the best of circumstances, even in organizations filled with the most well-

intentioned people. As the director of Multi-Tiered Systems of Supports and Innovation for

my school district, I help marry the work of looking honestly at inequities in our system with

building a multitiered system of support for all students. It’s sometimes hard to look at data

honestly; and our brains are wired to flee from hard things, so developing structures for

those conversations can be important.

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T E C H N O LO GY I N T E G R AT I O N

Getting Students to Read Digital Texts More Deeply

Since so much of what students read is presented

onscreen, it’s important to ensure that they slow down and
really engage with the content.
By Kelley Miller

March 1, 2024

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Digital curricula and other texts are the new normal. What should we know about reading

to learn when the textbook is a laptop? My school district has committed to multiple

curriculum pilots over the past few years, and one through line is clear: Digital reading is

here to stay. Students are just as likely to open module five as they are to turn to page

116. Clicks, scrolls, and tabs are the gateway to the real work of reading to learn. A

significant portion of what students read in school has moved from the page to the screen.

Reading is still reading, but there are strategies we can harness to build deep reading

skills that consider both the medium and the text.

Longer reads require a sustained investment of time and attention in the classroom. That

sustained attention comes as the antithesis of the quick scrolling and swiping we

increasingly do on our phones or other devices. Sustained, focused reading—or deep

reading

(https://www.google.com/books/edition/_/lsoKUzr3GFUC?hl=en&gbpv=1&pg=PA130&dq=deep+reading+analysis) —

can occur onscreen or in print, and it’s crucial for fostering reflection and analysis. This is

true whether students are reading novels or critically analyzing informational text.

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T E C H N O LO GY I N T E G R AT I O N

Question: What Video Games Do You Use in Your Classroom?

Learn from your colleagues and share what works for you.
By Edutopia

March 4, 2024

Bringing video games into the classroom can enhance engagement and learning in

dynamic ways. Whether you're using them to teach problem-solving skills, historical

events, coding, or teamwork, we're curious to hear about your experiences. What video

games have you successfully integrated into your lessons, and why did you choose those

specific games?

>

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T E C H N O LO GY I N T E G R AT I O N

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Using Virtual Field Trips and Game-Based Lessons to Support an Inclusive Classroom

Teachers can acknowledge and celebrate their diverse

classrooms by providing a variety of learning experiences.
By Michelle Singh

March 4, 2024

In the heart of every classroom are stories—the kaleidoscope of diverse narratives that the

students bring. Sharing my own story of moving from Jamaica was a defining moment in

my American school days, and it eventually inspired me to empower my students to share

their backgrounds too. In a memorable project, my 10th graders explored authors from

their cultures, leading to discoveries like the poems of a student’s Cuban grandfather. Her

pride in sharing her heritage underscored the impact of student voices in education.

Our role as educators is about more than teaching—it’s about creating environments that

celebrate these diverse stories. By weaving educational technology into our teaching, we

can open doors to dynamic, inclusive learning spaces. I'm excited to share strategies that

enhance this integration and nurture a classroom where every story is valued.

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STUDENT ENGAGEMENT

Harnessing Technology for Engaging Learning Experiences

Having students try podcasting or storytelling with virtual

reality is an effective way to increase engagement and
reinforce critical content.
By Rachelle Dené Poth

March 4, 2024

In education, we often talk about student engagement. Years ago, I completely

misunderstood what student engagement was, why it mattered, and its impact on student

learning. Student engagement is more than just being attentive: It means that students

become curious about learning and more interested in the content, and, as a result,

process the information at higher levels. Engaged learners are more likely to develop their

critical thinking skills and have a deeper understanding of the material, which will lead to

academic success.

When we create learning experiences that shift students from consumers of content to

creators, it helps to increase their engagement in and, hopefully, excitement for learning.

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So, how can we keep students engaged? We have to spark curiosity and perhaps take

some risks in our classroom with new ideas. Providing a variety of options for students to

develop their content area knowledge and skills in ways that meet their interests and

needs also promotes autonomy and will lead to an increase in engagement. In my own

classroom, teaching Spanish and an eighth-grade STEAM course, I decided to explore a

few new ideas centered on telling stories—with the help of some emerging technology.

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E A R LY CHILDHOOD E D U C AT I O N

8 Brain Breaks to Spark Joy and Help Young Students Concentrate

Theater games make fun brain breaks that also foster

valuable executive function skills.
By Jocelyn Greene

March 1, 2024

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Picture this: You are transitioning to a new lesson, and suddenly your class is full of

bouncing legs and restless bodies. Chatter abounds, and fidget toys appear from nowhere.

It’s time to take a brain break.

It’s no secret that students need frequent breaks to stay engaged and stimulated. However,

students’ brains are actually working really hard during what we call brain breaks.

Research shows that short bursts of movement can help boost the brain’s working memory

and blood flow to the hippocampus

(https://www.edsurge.com/news/2020-09-16-want-to-learn-more-effectively-take-more-breaks-research-suggests) .

Additionally, the brain relishes unexpected stimuli

(https://www.nytimes.com/2001/04/17/health/vital-signs-patterns-surprise-brain-likes-thrill-of-unknown.html) . So,

rather than thinking of them as breaks when learning stops, you can think of these

exercises as another way to build students’ brain function.

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TEACHING S T R AT E G I E S

17 Fun Games to Get World Language Learners Talking

When learning a new language, speaking in front of peers

can be daunting. These games can help alleviate
pressure and lower the stakes for students.
By Paige Tutt

March 1, 2024

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Speaking—it’s the main aspect of learning a new language that really intrigues students,

writes former Spanish teacher Sarah Wike Loyola

(https://www.edutopia.org/blog/in-language-classrooms-students-should-be-talking-sarah-wike-loyola) .

But even when students are offered opportunities to speak in the classroom, a room full of

tweens and teens who were chattering away in the halls moments before will often fall

completely silent.

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