Equity Digest APRIL, 2019 VOLUME 2 ISSUE 3 THE FUNDAMENTALS OF EDUCATIONAL EQUITY

Welcome to Equity Digest! This newsletter is for education Get Informed The fundamental belief driving the pursuit of ed- stakeholders (e.g. community members, caregivers) who have The Pursuit Of Educational Equity Is Essential For ucational equity is that all students can succeed an interest in supporting educational equity in their school The Success Of All Students under the right conditions. When discussing communities. What is educational equity? Educational equity historically underserved students, we are can be defined as beliefs, actions, and policies that enable all Within the March issue of the Equity Digest, the MAP talking about those students who have been Center re-issued the first Equity Dispatch debuted in underserved by their schools—and the overall students to have access to and participate in quality learning January 2012. The Equity Dispatch provides a place public educational system--due to a variety of environments and experience successful outcomes. Each to begin for education stakeholders as we review the social factors. These social factors can include Equity Digest explains the concepts and findings of the latest fundamentals of educational equity and why it is so one or more of the following identifiers: race, academic research surrounding a particular equity-focused important in ensuring the success of all students. In gender, gender identity, class, ability, religious topic. The intent of this periodical is to relay equity concepts addition, we explore the history of this regional Equity affiliation, sexual orientation, and native and supporting research, “digesting” key findings so you can Assistance Center (EAC) and provide a few of our language. draw informed conclusions. The Digest also offers ways that resources to assist you in beginning your equity you can advance equitable practices in your school community. journey. Enjoy!

What Is Educational Equity? (Jackson, Thorius, & Kyser, 2016; Sullivan, 2011). Staff diversity is also important for cultivating a learning community where all students feel a sense of When educational policies, practices, interactions, and These student belonging. Students from diverse backgrounds are less resources, are representative of, constructed by, and populations are at likely to feel connected to a school environment that responsive to all people such that each individual has heightened risk for does not represent the achievements in knowledge that access to, can meaningfully participate, and make over identification in have developed within their own cultural communities progress in high-quality learning experiences that special education (Banks, 2010). All students should have access to empowers them towards self-determination and reduces (Jackson, Thorius, & support from educators who share similar disparities in outcomes regardless of individual Kyser, 2016; Sullivan, understandings about their lived experiences. characteristics and cultural identities (Fraser, 2008; 2011). Likewise, Students in systems with limited representation of Great Lakes Equity Center, 2013). historically racially diverse educators unequivocally have less underserved students regularly go unidentified for access to the kind of support available to their White Why Is Educational Equity Important To Know And academically gifted programs, routinely excluding peers. Understand As A Stakeholder? them from access to some of the most rigorous

curriculum (Gregory, Skiba, & Noguera, 2010). Equitable educational systems support student Towards Educational Equity For stakeholders: Brief Worsening the issue of disproportionality in certain excellence! An equitable learning environment Guidance creates conditions to realize students’ potential educational programs, students of Color, specifically intellectually, Latinx and Black males, tend to receive more Achieving educational equity may seem like a daunting socially, disciplinary referrals than White students, and are quest. It is important to keep in mind that accomplishing emotionally, and punished more severely for the same offenses educational equity is not an event but a process. politically. Equitable (Ferguson, 2005). The work of educational equity requires stakeholders to make thoughtful, paced steps towards an outcome of educational systems In addition to disproportionality, there are significant equity. It is also important to connect with others who support student gaps in academic outcomes across student groups. share a vision of equity. There are many resources excellence in There are several variables that lead to the disparities available to assist stakeholders. Building networks, academic pursuits in student educational outcomes. Generally, these engaging in professional learning, and seeking out centering the whole factors can be grouped into three primary arenas: resources are all effective and necessary strategies for child—their culture, language, heritage, gender/ educators’ dispositions, competencies, everyday expression, and experiences are valued and used to creating and sustaining equitable learning communities. practices, and lack of educator racial diversity. facilitate and inform their learning and development Educational scholars such as Gloria Ladson-Billings (Gay, 2000). When students are provided access to high Working Towards Educational Equity Is A Journey (2009) suggest that different teacher and student That Includes These Essential Steps: quality teachers, programs, and resources, and their demographics often lead to misinterpretations of learning environments reflect their whole selves, they 1. Increasing self-awareness of one’s own cultural and student behavior and performance because many are empowered to use their creativity in dynamic and personal identities. teachers lack authentic experiences with the values, tangible ways (Klinger et al., 2005; Ladson-Billings, norms, and belief/knowledge systems of their 2. Exploring issues of 2009). students. power and privilege as The right to an education that expands and elaborates they relate to race, The lack of racial diversity in faculty and administration upon what a student brings to school is a fundamental culture, and difference. seen in many school systems also contributes the right of each individual student. Unfortunately, the disparities in student outcomes. A diverse staff brings 3. Engaging in ongoing current state of educational systems does not always different perspectives and is more likely to conversations with foster this kind of equitable education. For example, recognize the impact of a particular policy on family, friends, and racially and linguistically diverse students are regularly historically underserved student groups. school community about the role culture has in teaching mis-identified as having special education needs and learning. 2 1 4. Participating in learnings to gain knowledge in areas the nation to help schools and communities ensure The MAP Center provides direct service at no cost to such as intercultural communication, culturally that equitable education opportunities are available educational systems in its 13-state region. However, responsive teaching, and leadership practices to support and accessible for all children. many publications, tools, and resources are universally equity. available on the MAP Center’s website. Forwarding a Today, GLEC is the umbrella organization, whose mission to provide technical assistance and professional 5. Pursuing social justice in all school community restructuring to include projects like the MAP Center, development to schools and districts dedicated to practices by actively addressing institutional bias. serve as an providing equitable educational environments, the MAP organizational hub for Center delivers on-demand, context-driven technical Home-School/Stakeholder Connection research, technical assistance and high quality professional development on Working toward educational equity requires engaging assistance, and specific issues of equity that a school or district may be with the entire school community-- all families, educational resource facing. Preventing bullying and harassment through community members, educators, faith-based development projects. creating safe and inclusive schools, culturally responsive organizations, etc should be involved in the educational For more information, and sustaining practices are just a few of the topics the process. While each stakeholder group differs in please visit our MAP Center can help school systems address. The composition and culture, they all share a common desire website. MAP is an excellent resource for administrators, to promote the well-being of their children. practitioners and community members who want to find Stakeholders for equity use this shared goal to build Summary of MAP Center tools, information, and a community of likeminded cooperative relationships grounded in mutual respect. Transitioning from the Region V to Region III Equity Assistance Center (EAC) on October 1, 2016, the Midwest and Plains Equity Assistance Center (MAP Moving Forward Center) was established as the largest project at the Why You Should Care Resources To Support In Your Journey Great Lakes Equity Center (GLEC). The MAP Center The History of Your Regional Equity Assistance provides free technical assistance to local and state Equity by Design Brief Center education agencies, related to the desegregation areas Promoting Racial And Socioeconomic Integration In History of GLEC of race, sex, national origin, and religion Public Schools - The purpose of this Equity by Design is On October 1st of 2011, the Great Lakes Equity Center desegregation. The MAP Center is funded by the U.S. to provide an overview of the benefits and potential fac- at IUPUI opened as the Region V Equity Assistance Department of Education, sanctioned under the 1964 tors for school districts and stakeholders to consider Center. With a combined 30+ years of experience and Civil Rights Act, and serves a 13-state region covering when developing programs to increase diversity, socio- work in the area of IN, OH, MI, IL, WI, MN, IA, MO, ND, SD, NE, KS, OK, economic and racial, in their schools. educational equity representing over 7,000 school districts, and over 11 technical assistance, million public school students. Principal Investigator, The MAP Center provides technical assistance and Equity Dispatch Dr. Kathleen King professional learning opportunities, upon request, in Ensuring All Students Thorius, and Co- the areas of race, gender, and national origin to public Succeed, Equity At The Principal Investigators, school districts and other responsible governmental School Level - This Eq- Dr. Brendan Maxcy and agencies to promote equitable education opportunities. uity Dispatch welcomes Dr. Thu Sương Thị Nguyễn , undertook the Although services are provided to state or local subscribers to the MAP development of a project to house one of the nation’s 10 education agencies, requests for support can also be Center and introduces Equity Assistance Centers (EAC) in Indiana University, initiated by teachers, principals, parents/caregivers, readers to the characteristics and benefits of equity- Purdue University Under Title IV of the Civil Rights Act community leaders, and state and district focused technical assistance. of 1964, the U.S. Department of Education awards administrators. funding to 10 Equity Assistance Centers (EACs) across

3 2 Equity Digest References Meet the Authors Authentic Social Justice Advocacy is a Lifestyle of Criti- This April 2019 issue of Equity Digest was written cal Action - In this issue of Equity Digest, we explore the Banks, J. A. (2010). Historical development of multicul- and edited by: Tiffany S. Kyser and Seena M. components of authentic social justice advocacy and tural education, the. In J. A. Banks & C. A. McGee (Eds.). Multicultural education: Issues and perspec- Skelton discuss what it means to take critical action toward equi- tives (7th Ed.) (pp. 3-31). Hoboken, NJ: John Wiley & ty within the school community. You will discover that Sons, Inc. social justice advocacy is a lifestyle, comprised of chal- Ferguson, A. A. (2001). Bad boys: Public schools in About the Midwest & Plains lenging the status quo, having difficult conversations the making of black masculinity. Michigan: The Univer- sity of Michigan Press. Equity Assistance Center with family, friends, and peers, and living the hard work Fraser, N. (2008). Scales of justice: Reimagining politi- The mission of the Midwest & Plains Equity Assistance of social justice advocacy every day. cal space in a globalizing world. Malden, MA: Polity. Center is to ensure equity in student access to and Equity Tool Gay, G. (2000). Culturally responsive teaching: Theo- ry, research, and practice (Multicultural Education Se- participation in high quality, research-based education An Equity Toolkit For Inclusive Schools: Centering Youth ries, No. 8). New York, NY: Teachers College Press. by expanding states' and school systems' capacity to Voice In School Change - This Equity Tool can be used Great Lakes Equity Center. (2013). Advancing educa- provide robust, effective opportunities to learn for all tional equity: The journey towards transformative as an opportunity collaboratively to problem solve, iden- students, regardless of and responsive to race, sex, change. Equity Leaders Institute. Great Lakes Equity and national origin, and to reduce disparities in tify priorities, and formulate action plans. The tool main- Center (GLEC). educational outcomes among and between groups. tains focus of three principles regarding student voice: Gregory, A., Skiba, R. J., & Noguera, P. (2010). The The Equity by Design briefs series is intended to youth offer valuable perspectives and capacities that can achievement gap and the discipline gap: Two sides of the same coin? Educational Researcher, 39(1), 5968. provide vital background information and action steps advance this work in innovative ways, adult-centered no- Jackson, R. G., Thorius, K. A. K., & Kyser, T. S. to support educators and other equity advocates as tions may not address the equity issues impacting (2016). Systemic approaches to eliminating dispropor- they work to create positive educational environments tionality in special education. Equity by Design. The youths’ educational experiences, and that opportunities for all children. For more information, visit http:// to develop civic engagement have historically been Great Lakes Equity Center (GLEC). Klingner, J. K., Artiles, A. J., Kozleski, E., Harry, B., www.greatlakesequity.org. scarce for historically marginalized youth. Zion, S., Tate, W., Duran, G. Z., & Riley, D. (2005). Addressing the disproportionate representation of cul- turally and linguistically diverse students in special ed- Disclaimer ucation through culturally responsive educational sys- Summary tems. Education Policy Analysis Archives, 13(38). Re- Midwest & Plains Equity Assistance Center is trieved from https://files.eric.ed.gov/fulltext/ committed to the sharing of information regarding Through this newsletter, you’ve learned about EJ846743.pdf issues of equity in education. The contents of this educational equity, why it’s important, and how to Ladson-Billings, G. (2009). The dreamkeepers: Suc- practitioner brief were developed under a grant from cessful teachers of African American children. San the U.S. Department of Education (Grant effectively support your school community in moving Francisco, CA: Jossey-Bass. towards equitable learning environments. Now get out Lynn, M., & Adams, M. (2002). Introduction overview S004D110021). However, these contents do not there, actively participate in your school community, and to the special issue critical race theory and education: necessarily represent the policy of the Department of see how your development affects your students. Recent development in the field. Equality and Excel- Education, and you should not assume endorsement lence in Education, 35(2), 87. Because that’s truly why equity-oriented development Sullivan, A. L. (2011). Disproportionality in special edu- matters. Please read the March Equity Dispatch cation identification and placement of English lan- Newsletter for more information. guage learners. Council for Exceptional Children, 77 (3), 317-334. Great Lakes Equity Center 902 West New York St. Indianapolis, IN 46202 317-278-3493 - [email protected] glec.education.iupui.edu

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