Erica D. McCray April 24, 2019 CEEDAR Cross-State Convening @er1cad

1. Erica D. McCray April 24, 2019 CEEDAR Cross-State Convening @er1cad The equity equation: What does it take for education to add up for each student?

2. Quote To any citizen of this country who figures himself as responsible – and particularly those of you who deal with the minds and hearts of young people – must be prepared to “go for broke.” Or to put it another way, you must understand that in the attempt to correct so many generations of bad faith and cruelty, when it is operating not only in the classroom but in society, you will meet the most fantastic, the most brutal, and the most determined resistance. There is no point in pretending that this won’t happen.

3. It would seem to me that when a child is born, if I’m the child’s parent, it is my obligation and my high duty to civilize that child. Man is a social animal. He cannot exist without a society. A society, in turn, depends on certain things which everyone within that society takes for granted. Now the crucial paradox which confronts us here is that the whole process of education occurs within a social framework and is designed to perpetuate the aims of society. Quote..

4. The paradox of education is precisely this - that as one begins to become conscious one begins to examine the society in which he is being educated. The purpose of education, finally, is to create in a person the ability to look at the world for himself, to make his own decisions, to say to himself this is black or this is white… To ask questions of the universe, and then learn to live with those questions, is the way he achieves his own identity. Quote…

5. Who? When? Who? When?

6. James Baldwin James Baldwin: “A Talk to Teachers” October 1963

7. Social-ecological system framework (McGinnis & Ostrom, 2014)

8. Equity? • the quality of being fair and impartial • a branch of law that developed alongside common law in order to remedy some of its defects in fairness and justice • Equity is achieved when all students receive the resources they need so they graduate prepared for success after high school (Center for Public Education, 2016)

9. Equality vs. equity culturalorganizing.org (Kuttner, 2016)

10. Equality isn’t the same as equity

11. Equality and equity… culturalorganizing.org (Kuttner, 2016)

12. Equity equation (Policy) Need index % (Educational capital) = Educational equity X

13. Educational capital high SES effective/experienced teachers low teacher/leader turnover rigorous course offerings enrichment opportunities low SES less effective/novice teachers high teacher/leader turnover standard course offerings limited enrichment opportunities Equality Educational Capital

14. Educational capital cont… high SES credentialed/experienced teachers low teacher/leader turnover rigorous course offerings enrichment opportunities low SES uncredentialled/novice teachers high teacher/leader turnover standard course offerings limited enrichment opportunities Equity Educational Capital

15. Racial composition Source: U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "Local Education Agency (School District) Universe Survey", 2016-17 v.1a; "Public Elementary/Secondary School Universe Survey", 2016-17 v.1a; "State Nonfiscal Public Elementary/Secondary Education Survey", 2016-17 v.1a.

16. Risk ratios Source: U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs, 2018 

17. Equity is a priority Where equity is a priority, in ideology and action, those who are not deeply committed to equity “should feel uneasy, isolated on the outskirts of their schools’ institutional cultures” (Gorski, 2019, p. 56).

18. Map of u.s.

19. Equity indicators • Student suspension rates • School climate • Chronic absenteeism • Extended-year graduation rates • Access to a college- and career-ready curriculum

20. LPI’s equity indicators (Kostyo, Cardichon, & Darling-Hammond, 2018 from p. 4 )

21. Equity Plans Determine the extent to which Florida’s highest quartile minority and lowest quartile minority schools have a proportionally similar percentage of highly effective teachers. Empower Tennessee districts to analyze new data metrics, build off of successful practices, and design local solutions to address issues of equity. Improve the graduation rate of all Nevada students including those from traditionally underserved subgroups and ensure all students are prepared for college and career success. • Specific Rhode Island preparation requirements to work in high-poverty and high minority schools by: • Researching best practices on practicum and student/teaching internship experiences and propose a policy change if appropriate; • Facilitating ongoing learning related to education preparation standards Increase the cultural competence of Mississippi’s teachers and increase their ability to implement culturally responsive pedagogical practices by providing cultural competence training towards improving student achievement, eliminating achievement gaps, providing responsive education, increasing teachers use of EBPs, and building effect relationship with parents and the community. Support the universal use of the Connecticut Student Success Plan model to ensure that every student has a pathway to achieve his or her goals and aspirations.

22. ESSA Plans To improve the math and English Language Arts performance for all students and student groups in California (i.e., economically disadvantaged students, students from major racial and ethnic groups, children with disabilities, and ELL) Ensure every Minnesota school district develops a plan towards making strides to improve student performance. Plans must address the following five areas: 1. Meet school readiness goals. 2. Have all third-grade students achieve grade-level literacy. 3. Close academic achievement gaps. 4. Have all students attain career and college readiness. 5. Have all students graduate from high school. Reducing persistent achievement gaps in New York by promoting the equitable allocation of resources in all public schools and the provision of supports for all students. Build a system of integrated support across the continuum of a New Hampshireeducator's career, including high quality professional learning and continuous improvement in our State's educator preparation programs. Support the educator workforce in Michigan’s lowest-performing schools and Michigan’s schools that serve significant populations of high- poverty and high-minority students

23. State Systemic Improvement Plans Adopt “Success Gap Rubric”, a needs assessment tool, that Arizona Public Education Agencies (PEAs) can use to identify their unique needs and strengths as related to English Language Arts achievement in the several areas including cultural responsiveness. Provide a coordinated set of activities that support all Colorado children who are at risk of failure, specifically students with disabilities, students experiencing poverty, students of minority, and English language learners Decrease the achievement gap between students with disabilities and their peers without disabilities by: o Providing both preservice and in-service professional development (PD) to ensure all Utah teachers possess adequate UCS content and pedagogy skills to meet the needs of all students; o Grounding educational and instructional decisions in data and the use of evidence-based instructional practices; Increase the percentage of Montana’s infants and toddlers with disabilities who will substantially increase their rate of growth in positive social-emotional skills, including social relationships, by the time they exit the early intervention program

24. Program faculty in Georgia will include specific constructs of Culturally Relevant Practices (CRP) and High Leverage Practices (HLP) that align with one another in addition to aligning with the constructs of edTPA, Model of Appropriate Practice, and Disposition Evaluation within pre-service teachers’ coursework. Washington stakeholders will work to align the state standards for learner outcomes with the teacher license standards for general and special education with a focus on skills and knowledge about teaching and learning for students with disabilities. State Systemic Improvement Plans.. Revise educational administrator programs in Oregon to include preparation regarding proactively addressing the needs of students with disabilities and others who struggle (e.g., students from CLD backgrounds and high poverty settings). To empower current and future Kentucky teachers and leaders through intentional partnerships and experiences to implement and sustain evidence-based practices in multi-tiered supportive environments to ensure opportunities in excellence and equity for all learners. Expansion of the Ohio Deans’ Compact work to develop inclusive teacher preparation programs grounded in a commitment to inclusivity, equity, and social justice.

25. organizations

26. Equity equation.. (Policy) Need index % (Educational capital) = Educational equity X

27. Paul lemahieu

28. References America’s Promise Alliance, The Aspen Education & Society Program, & the Council of Chief State School Officers. (2018). States Leading for Equity. Washington, D.C.: Authors. Baldwin, J. (1985). A talk to teachers (reprint). The Price of the Ticket, Collected Non-Fiction 1948-1985. New York: Saint Martins. Center for Public Education. (2016). Educational equity: What does it mean? How do we know when we reach it? Retrieved fro: http://www.centerforpubliceducation.org/system/files/Equity%20Symposium_0.pdf Gorski, P. (2019). Avoiding racial equity detours. Educational Leadership, 76(7), 56-61. Kozleski, E. B., Artiles, A. J., McCray, E. D., & Lacy, L. (2014). Equity challenges in the accountability age: Demographic representation and distribution in the teacher workforce. In Kostyo, S., Cardichon, J., & Darling-Hammond, L. (2018). Making ESSA’s equity promise real: State strategies to close the opportunity gap. Palo Alto, CA: Learning Policy Institute. Kuttner, P. (2016). The problem with that equity vs. equality graphic you’re using. Retrieved from: http://culturalorganizing.org/the-problem-with-that-equity-vs-equality-graphic/ Ladson-Billings, G. (2006). From the achievement gap to the education debt: Understanding achievement in U.S. schools. Educational Researcher, 35(7), 3-12. McGinnis, M. D., & Ostrom, E. (2014). Social-ecological system framework: Initial changes and continuing challenges. Ecology and Society, 19(2), 30. U.S. Department of Education, National Center for Education Statistics, Common Core of Data (CCD), "Local Education Agency (School District) Universe Survey", 2016-17 v.1a; "Public Elementary/Secondary School Universe Survey", 2016-17 v.1a; "State Nonfiscal Public Elementary/Secondary Education Survey", 2016-17 v.1a. U.S. Department of Education, Office of Special Education and Rehabilitative Services, Office of Special Education Programs. (2018). 40th Annual Report to Congress on the Implementation of the Individuals with Disabilities Education Act, 2018. Washington, D.C.: Author.   Valencia, R. R. (2010). Dismantling contemporary deficit thinking: Educational thought and practice. New York: Routledge.

29. Osep grant This content was produced under U.S. Department of Education, Office of Special Education Programs, Award No. H325A120003. David Guardino serve as the project officer. The views expressed herein do not necessarily represent the positions or polices of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this website is intended or should be inferred.