Our schools are rapidly diversifying and we must support every student. Districts have made great strides in baking equity into schools – e.g., pronouncing students’ names properly or eliminating tracking models. We must continue working toward a more equal future.
Statistically, nationwide, earlier intervention leads to lower achievement gaps, especially for students from marginalized backgrounds – early elementary interventions are vital. Where administrators and teachers set clear, high expectations, students do better. SoWashCo Schools has set “excellence” and “mastery of learning” as core values in its new strategic plan.
Literacy is foundational for academics – no matter the subject. Students mastering literacy have better academic outcomes. Curriculum and resource material must resonate with students –when students see themselves, they are more likely to think they belong at school. SoWashCoSchools will be focusing on literacy across all grades and subjects in the 2023-24 academic year.
Students sometimes feel unwelcome/unsafe in our schools. The 2022 Minnesota Student Survey shows that LGBTQ+ students, especially, feel this way. We must continue to ensure all students feel welcome – fostering connection with staff, listening to student voices, monitoring data to uncover bias, and creating safe places for them to connect, like afterschool GSA clubs. We can also make sure future facilities projects are inclusive – an area for students to pray, or bathrooms that work for all students.
At the most fundamental level, the role of school boards in equity is to foster – in policy and tone – a culture of respect for all students and staff in our schools.
Public schools should approach diversity in their student population by following the MHRA laws against discrimination and the Minnesota Statutes that ensure all students have a fair and equitable chance to succeed. Minnesota Statute states that school boards must adopt a comprehensive, long-term strategic plan to support and improve teaching and learning that is aligned with creating the World's Best Workforce. The World’s Best Workforce ensures that school districts in Minnesota enhance student achievement through teaching and learning supports that address racial and economic achievement and opportunity gaps so all students can achieve. Public schools, therefore, should have inclusive policies, diverse coursework, cultural liaisons, equity training for staff, and a Strategic Plan that includes equity as a core value. They should also ensure that all students are respected for who they are, where they came from, what their sexual orientation is, and how they want to be addressed. In addition, they should ensure that discrimination, bullying and harassment are consistently addressed to foster a safer and more inclusive school climate. Staff need to be trained to consistently recognize and assess when these things are occurring and understand and fulfill their obligation to report these things. Public schools should also thrive to have staff representation within their schools that reflect their student population. I believe that creating a more equitable and inclusive environment for all students is vital for student well-being. When students feel respected, safe, supported, seen and heard, they will be more successful academically, socially, and emotionally.
District 833 has an equity policy that is in place to “remove obstacles that contribute to systemic inequities.” 833, along with districts like Stillwater, receives revenue for Achievement and Integration programs and services, as detailed in the district’s Achievement and Integration Plan. The plan includes funding for academic success coaches, and cultural liaisons, among other items. The district is a leader in programs like AVID, that prepares new generations of students to attend college. The district has anti bullying policies that serve to make sure its schools are safe spaces for all students.
Unfortunately, in today’s environment, these policies do not go far enough. Across the country, some states are putting into place legislation that removes protections for LGBTQ+ students, that force teachers to “out” students, that water down equity policies, and that restrict teachers’ ability to teach truth. To me, this means that public schools need to make sure that their equity programs are irrevocable. The district should implement a system of continuous review, led by members of the impacted populations, to make sure that policies are benefiting the populations they are designed to serve. The district already has programs to attract and retain teachers of color, but these programs should be reviewed regularly, also.
Our public schools also need to make sure we are centering our students’ voices. Many of our schools have student groups, like the Black Student Union, GSA, and other student unions at our High Schools. Our administration should proactively reach out to these student groups to make sure our policies are creating school climates that affirm students' identities.
Diversity makes us stronger. Unfortunately, the unique experiences and strengths that diverse populations bring to the classroom are sometimes perceived as threatening. The role of the institution with regard to diversity is to provide a safe space to explore differences and encourage students to learn from each other.
At the administration/building level, it starts with hiring diverse education professionals. Having teachers and administrators from diverse backgrounds creates a culture of normalized acceptance. There should be someone specifically tasked with promoting diversity in the schools.
In the classroom, teachers need to get to know about the backgrounds and challenges of their students. That helps them tailor their approach to the needs of their class. When teachers see instances of discrimination or intolerance, they need to address it immediately. Every incident is an opportunity for kids to learn. It both corrects the behavior and lets the offended student know that they are valued and protected.
Curriculum should include diverse authors, perspectives and takeaways. The voices of diverse writers and historical figures are often left out of teaching. As a white American male I’m sure I felt a connection to the history taught in school that many of my classmates didn’t. It is hard to learn critical thinking skills when alternate perspectives aren’t given exposure.
Public schools need to connect with students, families and the community at large to identify areas of concern and explore solutions. Schools should be a source of pride that starts with building honest, open relationships.
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