Many educators are still wondering how virtual learning will continue to play out during the COVID-19 pandemic. In this issue, we look at the topic of reopening schools in light of the recent protests and pandemic and provide resources so that educators are prepared to keep a focus on equity. Equity Brief Part: Putting and […]
Students are affected by violence in many ways and it disproportionately affects student of color, students from certain religious backgrounds, and LGBTQ students. This combined EEI explores the topic from two perspectives. First, we look at the broader issue of students who experience trauma outside of school and how it affects their ability to learn […]
Public schools today lack a racially diverse teacher workforce – creating problems now that will get worse as our student population becomes more diverse. We need to “…expose children to a diverse teaching staff within each of our schools. Every child has a basic right to a great public school with a qualified and caring […]
How students view themselves affects how they learn. By understanding identity theory and application, educators can avoid both implicit and explicit bias. Furthermore, with a better understanding of how children develop racial awareness and attitudes about race, educators can better meet the needs of students and ...
Each month, CEE's Exploring Equity Issues includes personal, practical, and research perspectives on one topic through a variety of formats. This month: English Learners (ELs) and Special Education
Educators can apply an equity lens to analyze data on student performance. When they do so, inequities that were not obvious come into much sharper focus. These resources show how the use of data can enable further analysis that may improve district polices and school practices.
Communities have a complex makeup of intricate systems, cultures, and resources. Developing relevant and lasting systems for safe and supportive school environments requires communities, and the people and institutions within them, to be at the center.
Students who are homeless represent one of the highest need, and most challenging to serve, groups. Schools must first find them. These students are not necessarily living in shelters. They may be living with relatives, or in a car, or in a public place, or all of the above, moving from place to place.
Last month we discussed how identity theory and application can help educators avoid implicit and explicit bias. In this issue of Exploring Equity Issues we continue the conversation on identity and how nurturing conversation about it can lead to a safer and more inclusive school climate.
A positive school and classroom climate is related to increased academic engagement and achievement for students. Given that today's students may have more negative racialized experiences or witness more race-based incidents at home or in school...