How To Achieve Equity In Education?


How To Achieve Equity In Education
As a teacher, how do you address the diverse needs of all students? Equity in the classroom, or supporting the outcomes of students of all backgrounds and abilities, is essential to a productive learning environment. However, promoting equity is complex.

When teachers prioritize the needs of white students, boys/men, or the non-disabled, they create barriers for students of color, girls/women, and studies with disabilities. This presents yet another challenge for educators trying to help their students succeed. So how do you create an equitable classroom where all students can thrive? Consider a Master of Arts in Teaching program, and check out these seven tips: 1.

Reflect on your own beliefs Before you can create a more equitable learning environment in the classroom, consider your own beliefs. Teachers, like anyone else, may not be aware of the biases that exist in their training and upbringing. Data shows that girls receive less and lower-quality feedback than boys in class.

  1. Meanwhile, students of color report that they sometimes feel excluded from classroom interaction.
  2. Even the most well-intentioned educators may have blindspots.
  3. White teachers may not understand the challenges of historically marginalized students due to a lack of preparation in their training.
  4. It’s also possible that they attribute lack of success to deficiencies that they associate with students of color.

Understanding your own positionality, or the circumstances that create your identity in terms of race, gender and ability, can help you become more conscious of issues related to racial equity and gender equity, and help you support students in your class.2.

Reduce race and gender barriers to learning While it might not be obvious, you may be unintentionally excluding students of color and female students in your classroom. Here’s how you can avoid it: Don’t ask students of color to be “experts” on their race Asking students of color for their point of view is important in class discussions, but don’t assume that they are authorities on their race.

Race is one part of their social identity. They may also feel pressure to discuss a topic that’s perceived to be related to their race, when in fact they don’t have an opinion. Diversify your curriculum To the extent that you can control your curriculum, expose students to a spectrum of multicultural and female experts, writers and artists.

  1. You’ll more accurately represent the different contributors to your class’ subject, and potentially establish a cultural connection for your students.
  2. Hold every student to high expectations Students of color report being held to lower expectations than white students.
  3. Meanwhile female students hear more comments about their appearance than their academic skills.

By setting a high bar for achievement for all students, you encourage them to engage with your class, and avoid any stereotypes of what they’re capable of accomplishing. Avoid assumptions about students’ backgrounds It may be tempting to assume that your students share similar life experiences.

  1. However, this can be problematic since everyone’s circumstances are different.
  2. In particular, schools with large student populations may represent a greater variety of racial and economic backgrounds, as well as students with undefined gender identities.3.
  3. Establish an inclusive environment early Clarify early in the term (perhaps in your first class) that you want to create an inclusive space for students.

Discussions should represent a variety of views, and students should feel comfortable expressing themselves. It’s also important to let them know that name-calling, personal attacks, and hostile interactions won’t be tolerated. If students disagree, they must respond to each other with respect.

  1. Indeed, mutual respect yields more open and productive conversations.
  2. By establishing rules early in the course, students should understand their role in creating an inclusive classroom.4.
  3. Be dynamic with classroom space You can foster inclusion in the classroom through how you engage your students, starting with your use of space.

Class formation can send signals about authority and equitable engagement. Do you always stand in front of the classroom to address rows of students? Consider classroom set-ups that emphasize interaction, such as group seating. Also, consider where you position yourself.

Moving among students may de-emphasize the teacher-student hierarchy, and stimulate more discussion. Similarly, try varying your activities. Whether it’s group, paired or individual work, when you arrange students in different formations, you may increase their engagement with each other, and the class material.5.

Accommodate learning styles and disabilities Learning styles vary from student to student, differ between males and females, and vary for people with disabilities. To create equity in the classroom for everyone, here are a few methods to try:

Variance – Present the same information in different ways for visual, aural and verbal learners Use a variety of media (e.g., audiobooks, movies) Include transcripts for multimedia materials Provide supplemental materials to the lesson plan (e.g., glossaries, illustrations) Make technology accessible (e.g., give students the ability to increase text size or adjust brightness) For presentations, use dyslexia-friendly fonts Read test instructions aloud, even if they appear in print

6. Be mindful of how you use technology Many teachers use technology as an integral part of the classroom. While it can be a useful way to engage students and appeal to a variety of learning styles, consider its impact on those with physical disabilities.

Screen readers can assist students by opening resources, but other digital tools may actually hinder their ability to perform actions such as clicking, dragging and dropping that are not compliant with accessibility standards. Review Web Content Accessibility Guidelines to ensure that your technology tools are in compliance, and are accessible to physically disabled students.7.

Be aware of religious holidays When planning your course, remember to account for religious holidays and observances. Students may need to miss class on certain days and make up assignments, quizzes or exams. At the beginning of the term, it’s a good idea to announce that you have tried to avoid conflicts with major religious holidays when planning the course.

  1. However, if students have a conflict, they should let you know as soon as possible.
  2. USC Rossier resources For more information on improving equity in the classroom, visit our Tools for Inclusive Teaching page.
  3. Ready to elevate your teaching career? Check out our Master of Arts in Teaching program.
  4. If you’re a teacher who wants to advance your career in education, see the Leading Instructional Change concentration of our Doctor of Education in Educational Leadership (EDL) program.

Want to connect with someone about your options? Connect With Admission Staff Sources:
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What is meant by equity in education?

An Overview of Equity in Education The process of becoming a teacher can be challenging, but it is well worth the effort. Teaching is an extremely rewarding profession that allows educators to help the next generation of students get the education and learning they need to be successful.

It takes dedication and passion to, and teachers need to take that same amount of passion and dedication to create a positive environment and empowering academic experience for their students. Equity in education is a key part of every good teacher’s approach to helping students find success, but what exactly is equity in education and how can teachers work to have it in their classrooms? The term “equity in education” is deeply complex and can take on many forms, making it challenging to establish a succinct definition.

But the basic meaning behind the term is the pursuit of creating an educational system that caters to students of all kinds and develops their educational experience accordingly. This means that no matter what a student’s background, language, race, economic profile, gender, learning capability, disability or family history, each student has the opportunity to get the support and resources they need to achieve their educational goals.

An example of equity in education can be found in teachers who are able to, Some students thrive as auditory learners, who process information out loud and ask questions as needed. Others are visual learners who absorb information through pictures, illustrations, and color that’s associated with the text they may be reading.

Then there are tactile learners who take breaks during lessons, act things out to make sense of what’s being taught, and employ the use of models, charts, or diagrams to get the most out of their learning. When teachers are able to adapt their teaching style to meet students at their level and give them the support they need to learn, that contributes to equity in education.

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Similarly, equity in education is seen when students of different races and ethnic groups are able to see examples of people of their race and community around them in the classroom. History lessons, story problems, and books that are inclusive and show all different types of people are key to helping students of different races feel that equity in the classroom.

Equity in education aims to provide equal opportunity to all students to develop valuable skills and knowledge that help them live a full life and contribute to society. To achieve this goal, educators are tasked with reworking systems of learning that exist on both the school and district levels to ensure this new approach is adopted from the top down.

  • The new system is then built on fairness and inclusion, with safeguards such as interventions and resources built in to make sure every student has every opportunity to achieve their academic goals.
  • Equity vs.
  • Equality in Education While the terms “equity” and “equality” are often used interchangeably, there are notable differences between the two.

“Equality” focuses on ensuring students are presented with the same educational opportunities throughout their scholastic career; however, this approach doesn’t take into consideration that even with those opportunities, different students will have different needs in order to succeed.

  • This is where equity comes in.
  • Equity” focuses on taking those opportunities presented to students and infusing them with support and resources to turn the education system into a level playing field.
  • This means that disadvantaged students will get the support they need to become equal to students who are not disadvantaged.

It takes equality a step further by lifting students who may not have the same opportunities and ensuring they not only are presented with the same options, but that the differences are made up for these students. There are numerous reasons why equity in education is important, including:

Creating opportunity for underprivileged and underserved students so they are able to overcome disadvantages and find success Giving everyone the chance to learn in the way that best supports their learning style Helping students become more engaged in what they’re learning by ensuring they see people who are their same race, gender, ethnicity, etc. in their learning Granting students more access to the resources that can bolster their education Strengthening the connection between a student’s family and their teacher, fostering a more enriching educational environment at home Guiding students to success in their educational career, and beyond Closing the opportunity and achievement gap by making students equal Improving a school district’s performance in metrics such as standardized testing Impacting the community in positive ways, such as reducing crime rates and increasing property value Creating an overall economic benefit by preparing students to become contributors to society, and saving money on public assistance

There are several ways that teachers can work to identify underserved students in their classroom. There are a few groups that typically qualify as underserved populations for students, and teachers need to understand what these groups are so they are able to help students in these populations be successful. Groups that typically qualify as underserved include:

Racial/ethnic minorities. This typically includes all students who are not Caucasian. Teachers need to understand that racial and ethnic minority students typically are considered underserved and can benefit from equity in the classroom. Helping racial and ethnic minority students make connections to their own race, ethnicity, and community can help empower them as they learn. Low income. Schools that are from lower-income areas or specific students that come from lower-income families need teachers who understand equity in education. Lower income students may have less access to resources and opportunities, and equity in education can help make up for those deficiencies. First-generation students. Students who have parents who have lower education levels or no education are often considered an underserved population. These students can greatly benefit from teachers who are able to help them overcome the barriers of having family who haven’t been through the same school system they are trying to navigate. Students with learning disabilities. Students who struggle with learning disabilities require teachers who are able to use equity in education to help them close the gap. Teachers who are able to give specialized attention, cater lesson plans, and work to meet goals are key for students who struggle to learn.

While it’s true that change doesn’t happen overnight, it all starts with one step—and there are lots of things that teachers can do to promote equity in education. For example:

Addressing systemic issues: By becoming more aware of issues that affect categories such as poverty, ethnicity, gender, and more, teachers can create actionable plans that can circumvent the affects these situations can have on a student’s education. They may not be able to single-handedly solve these issues, but by understanding more about them they discover how they affect a student’s learning capabilities, and correct them effectively. Teachers who understand how systems operate and impact their students are able to create better opportunities for their students inside the classroom. Addressing the role of leadership and administration: Similarly, school leadership and administration could also be a part of the systemic issues or be unaware of how those issues can affect students. Teachers can be helpful in alerting leadership to these complications and help get everyone on the same page about how to address them. Teachers who know when and how to work with administrators are key in helping increase equity in their classrooms, schools, and communities. Removing barriers in the school environment: Learning and development gaps often present themselves early in a student’s education, so the more adept teachers are at identifying those blockages early, the more opportunity a student has to excel. This can include educating parents on the support systems that their student can take advantage of or helping them to navigate ways of finding and accessing those resources. Additionally, teachers can provide inexpensive learning resources, tutors, after-school programs, and many other opportunities that help lower barriers in the classroom setting. In instances where finances may be a challenge, teachers can also help parents find ways to afford the resources that can benefit their child. Addressing the role of technology: Technology is a crucial aspect of a student’s educational program, but many don’t have access to reliable internet or a computer that can support their studies at home. By providing access to reliable technology through the school, teachers can create an avenue of support for their students. Teachers can help create equity around technology by ensuring students have the ability to access technology, utilizing it in classroom settings where all students can benefit, teaching parents how to work with technology at home, and more. Regular reassessment of student performance: Monitoring student performance is an important part of the process, as it shows where a teacher’s equitable approach is effective and where there’s room for improvement. Teachers who are focused on equity work to regularly see how their students are performing, and can address what they can do to help increase the equity so their students can all thrive.

Additionally, teachers may also find it useful to or to help get a better understanding of how to foster an environment of equity in the classroom. Equity in education is a complex and critical issue to help all students thrive in a classroom setting.

  1. While there isn’t a simple solution or easy answer, every teacher can work to identify underserved students and increase equity each day in their classroom.
  2. Teachers who are focused on promoting equity are critical to the success of each and every student.
  3. As an educator, understanding and focusing on equity in schools is a critical way to make the lives of each student better.
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Why do we need equity in education?

Equity in education is a goal everyone in education can get behind. What educator doesn’t want to see all students have an equal opportunity for success? But it’s not always easy to define precisely what we mean when we talk about equity. Is it about outcomes? Resources? Funding? Academic support? Achieving true equity will require looking at all of these aspects and more, from both a larger systems perspective and an individual student perspective.

Let’s take a closer look at what we mean by educational equity and what school leaders and teachers can do to improve equity at the school and classroom level. What Do We Mean By Equity, Anyway? There are many different ways that we can define equity. The dictionary definition of equity is “justice according to natural law or right; freedom from bias or favoritism.” When we talk about equity in education, we usually mean something similar to “fairness.” But what does this look like in practice at the national, district, school, classroom, or individual student level? Much has been made of the difference between equity and equality.

While equality means treating every student the same, equity means making sure every student has the support they need to be successful. Equity in education requires putting systems in place to ensure that every child has an equal chance for success. That requires understanding the unique challenges and barriers faced by individual students or by populations of students and providing additional supports to help them overcome those barriers.

Fairness, which means ensuring that personal and social circumstances do not prevent students from achieving their academic potential. Inclusion, which means setting a basic minimum standard for education that is shared by all students regardless of background, personal characteristics, or location.

Achieving these standards requires looking at equity from several different aspects.

Monetary resources: Is school funding equitable? Do schools serving populations with greater needs have access to the resources they need to effectively serve these students? Academic standards: Are all students held to high performance standards? How are standards modified to accommodate students with special needs? Academic content and support: Do all students have access to high-quality content that fits their educational needs? What supports are provided for students who need extra help to achieve academic goals? Do all students have highly qualified teachers who are well prepared to meet their needs?

OECD has outlined ten critical steps to equity in education that encompass educational design, practices, and resourcing. Promoting Equity at the School and Classroom Level While some aspects of equity in education must be addressed on a broader systemic scale, there are many things that can be done at the individual school and classroom level to create a more equitable environment for students.

Achieving equity is closely tied to personalized learning : it requires understanding each student’s individual needs and designing educational experiences that will help all students achieve success. In an equitable—as opposed to merely equal—classroom, each student is given the support and scaffolding they need to optimize their educational progress.

The goal is for all students to work in their Zone of Proximal Development, which is defined as “the difference between what a learner can do without help and what he or she can do with help.” That may mean that:

Some students will have different expectations on an assignment, such as only writing three paragraphs instead of five. Some students will have extra time to complete an assignment or other accommodations designed to meet their educational needs. Some students will have resource teachers or aides that provide additional support in the classroom or in a pullout environment. Some students will have resources provided at a different reading level or in a different language.

These extra resources and accommodations do not make the classroom more “equal”—some students are getting more support, time, and attention than others. But they do make it much more equitable: additional resources are going to students with greater needs. At the school and district level, educational leaders have a responsibility to:

Ensure that teachers have the materials, resources, and training they need to design an equitable classroom. Provide access to programs and strategies that support the goal of equity and enable all students to succeed. Support teachers when addressing parent concerns—for example, when explaining why some students were given more time on an assignment than others. Ensure that there is a fair and objective way to determine student academic needs, monitor academic progress, and implement support systems that serve all students.

Empowering All Students to Succeed Ultimately, building a more equitable educational environment is about student empowerment: making sure all students have what they need to succeed in the classroom and beyond. This includes students in Special Education, English Language Learners (ELLs), Gifted and Talented, and other students with diverse educational needs.

Cherry Creek School District in Colorado used Thinking Maps and Path to Proficiency to help them increase educational equity for their growing ELL population. Using Maps to make thinking visible helped ELLs accelerate language acquisition, access grade level content while still learning English, and connect with their English-speaking peers.

ELL Program Coordinator Meg Lucerno says, “Creating the Maps is something that all students can be successful with, regardless of their language skills. They can use pictures, individual words, or short phrases. The Maps let them show what they can do an engage in meaningful classroom interactions with their peers.” Read the full story here,

An Equity Q&A with Laura Slover, CEO at CenterPoint Education Solutions Equity vs. Equality in the Classroom OECD Policy Brief: Ten Steps to Equity in Education

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What are the types of equity in education?

Educational equity, also known as equity in education, is a measure of achievement, fairness, and opportunity in education. The study of education equity is often linked with the study of excellence and equity, Educational equity depends on two main factors.

The first is fairness, which implies that factors specific to one’s personal conditions should not interfere with the potential of academic success. The second factor is inclusion, which refers to a comprehensive standard that applies to everyone in a certain education system. These two factors are closely related and depend on each other for an educational system’s success.

This is one of the targets of the United Nations Sustainable Development Goal 4, in recognition of educational equity’s importance. Educational equity’s growing importance is based on the premise that an person’s level of education directly correlates with their quality of life and that an academic system that practices educational equity is thus a strong foundation for a fair and thriving society.
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How do you solve educational inequity?

Seven Solutions for Education Inequality Curated Article | United for a Fair Economy We connect donors to learning resources and ways to support community-led solutions. Systemic issues in funding drives education inequality and has detrimental effects primarily on low-income Black and Brown students.

  1. These students receive lower quality of education which is reflected through less qualified teachers,not enough books, technologies and special support like counselors and disability services.
  2. The lack of access to fair, quality education creates the broader income and wealth gaps in the U.S.
  3. Black and brown students face more hurdles to going to college and will be three times more likely to experience poverty as a American with only a highschool degree than an American with a college degree.
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Income inequality worsens the opportunity for building wealth for Black and Brown families because home and asset ownership will be more difficult to attain.

Concretely, the first solution would be to reduce class distinctions among students by doing away with the property tax as a primary funding source. This is a significant driver for education inequality because low-income students, by default, will receive less. Instead, the state government should create more significant initiatives and budgets for equitable funding.Stop the expansion of charter and private schools as it is not affordable for all students and creates segregation.Deprioritize test based funding because it discriminates against disadvantaged students.Support teachers financially, as in offering higher salaries and benefits for teachers to improve retention.Invest more resources for support in low-income, underfunded schools such as, increased special education specialists and counselors.Dismantle the school to prison pipeline for students by adopting more restorative justice efforts and fewer funds for cops in schools. This will create more funds for education justice initiatives and work to end the over policing of minority students.More broadly, supporting efforts to dismantle the influence of capitalism in our social sector and supporting an economy that taxes the wealthy at a higher rate will allow for adequate support and funding of public sectors like public education and support for low-income families.

Read the full article about by Jermeelah Martin at United for a Fair Economy. We connect donors to learning resources and ways to support community-led solutions. About Giving Compass In The News Content at Giving Compass Giving Compass X4Impact Nonprofits Authors Partner With Us Contact Us Climate Democracy Education Homelessness Reproductive Justice Copyright © 2022, Giving Compass Network • A 501(c)(3) organization.
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Why is achieving equity important?

The problem – Equity comes from the idea of moral equality, that people should be treated as equals. Thinking about equity can help us decide how to distribute goods and services across society, holding the state responsible for its influence over how goods and services are distributed in a society, and using this influence to ensure fair treatment for all citizens.

  • Applying these ideas in a specific country context involves hard choices, and embedding discussions of distributive justice into domestic political and policy debates is central to national development, but three areas of considerable consensus can be identified.
  • In order of priority, these are: 1.
  • Equal life chances: There should be no differences in outcomes based on factors for which people cannot be held responsible.2.

Equal concern for people’s needs: Some goods and services are necessities, and should be distributed according solely to the level of need.3. Meritocracy: Positions in society and rewards should reflect differences in effort and ability, based on fair competition.

Unfortunately, there is considerable inequity in developing countries. People’s access to and interaction with key institutions are shaped by power balances in the political, economic and social spheres, often leading to adverse incorporation and social exclusion. Also, patterns of inequality reinforce each other through intergenerational transmission and various formal and informal institutions, resulting in inequality between groups and geographical regions and chronic poverty passed between generations.

The available evidence on the scale of the challenge confirms a worrying picture of life chances dependent on inherited circumstances and inequitable access to services, as well as rising income inequality which may further entrench disadvantage. As well as being a bad thing in itself, this inequity has a negative effect on growth, poverty reduction, social cohesion and voice.
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What are the biggest barriers to equity in education?

Barriers to Educational Equity Disproportionate Poverty and Trauma Barriers to educational equity include disproportionate poverty. This type of poverty remains one of the most significant moral dilemmas our society faces today. Labor, housing, and education laws, particularly during Jim Crow, primarily set-up a racial caste system.

This system continues to make it very difficult for people of color to achieve upward mobility. According to the National Center for Children in Poverty (2016), 12% of White children are poor compared to 34% of Black children. Similarly, 17% of Black children live in deep poverty, while only 5% of White children experience the same living conditions.

(Koball and Jiang 2018). Nearly two out of three children born into the bottom fifth of the income distribution remain in the bottom two-fifths of the income distribution as adults. (Isaacs, Sawhill, and Haskins 2009). Meaning, for a child born into poverty, there’s an excellent chance the child remains in poverty as an adult. How To Achieve Equity In Education Although not often included within formal definitions of trauma, poverty also is considered a traumatic event. Low-income families are more likely to experience higher levels of prolonged stress which can contribute to difficulties in later adjustment.

(Blair et al.2011; Jiang, Granja, and Koboll 2017; Wadsworth and Santiago 2008). Previous research suggests that economic hardship negatively affects the overall well-being of a family. The healthy development of brain circuits is dependent on good experiences. (Shanks and Robinson 2013; Tierney and Nelson 2009).

Negative consequences of poverty appear to intensify the longer a child remains impoverished and exposed to stress factors. Because of the intersection between race, poverty, and trauma, many children and families experience complex trauma from historical trauma.

  1. Lebron and colleagues (2015) states, historical trauma is the cumulative adverse effects of racism on the lives of Black people.
  2. The trauma of racism has produced negative psychological, health, economic, and social impact on generations of people of color.
  3. As a result this repetitive, unresolved trauma overwhelms a person’s and a community’s ability to cope.

Also, it creates feelings of powerlessness that continues to perpetuate the cycle. Lack of Access to High-Quality Early Childhood Education Likewise another barrier to educational equity includes lack of access to high-quality early childhood educations.

Decades of research indicates high-quality early childhood education is one of the most significant investments we can make as a society to level the playing field for all children. Studies also have shown that Black children are the least likely to have access to high-quality care and education. For example, 36% of White children who are enrolled in child care attend high-quality programs, whereas only 25% of Black children participate in such programs.

(Barnett and Nores 2013). Head Start, designed to serve children from very low-income families, focuses on implementing high-quality early childhood services. However, only 26% of programs that serve Black children are considered high-quality. Unlike the 48% of programs where White children receive services are high-quality.

Research on accessibility to childcare indicates low-income neighborhoods often are ‘childcare deserts meaning little to no access to high-quality programs. Neighborhood wealth, maternal employment, and education levels tend to influence the supply of affordable, high-quality childcare. Another influence includes the presence of community-based organizations that advocate for state and federal funding.

(Fuller et al.2002). As such, the supply of high-quality early childhood programs often is limited in high-poverty neighborhoods. How To Achieve Equity In Education How To Achieve Equity In Education Reach out to Jen Neitzel or Ebonyse Mead using the following information listed below: Jen Neitzel, Ph.D. – [email protected] Ebonyse Mead, Ed.D. – [email protected] Follow Us on Social Media! Subscribe to Our Newsletter! : Barriers to Educational Equity
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What are 5 examples of equity?

What are Equity Accounts? – There are several types of equity accounts that combine to make up total shareholders’ equity, These accounts include common stock, preferred stock, contributed surplus, additional paid-in capital, retained earnings, other comprehensive earnings, and treasury stock. How To Achieve Equity In Education Learn more in CFI’s Free Accounting Fundamentals Course !
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How can teachers promote equality in the classroom?

Classroom activities to promote equality and diversity –

Do you strive to include diversity in your various teaching methods? Do you actively reference and use examples from different traditions, cultures, and religions? Are you doing your best to challenge society’s stereotypes?

Below are some classroom ideas and activities that can be adapted to encourage equality and diversity in your school.
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