Black teachers in Chicago are more likely than their White colleagues to teach economically disadvantaged and lower-achieving students. Moreover, Black teachers systematically teach in schools with significantly worse organizational climates—less effective leadership, fewer collaborative opportunities among teachers, less support for ambitious instruction, and weaker connections to their students’ families than their White peers.
Steinberg, M.P., & Sartain, L. "What Explains the Race Gap in Teacher Performance Ratings? Evidence From Chicago Public Schools." Educational Evaluation and Policy Analysis, 43(1), 2021, 60-82.
Digital equity sets out to remove barriers to entry and participation by ensuring everyone has the technological capacity to participate in these online spaces. Still, what exactly is digital equity and how can educators support it in classrooms, schools, and districts? In order to unpack and better understand digital equity, this whitepaper analyzes digital equity through the lens of four specific digital divides: access and connectivity, digital readiness, digital use, and representation; explores potential solutions to each; and offers example of how educators are already addressing these in their classroom.
Learning.com (n.d.) What Four Divides Teach About Digital Equity, an Analysis. https://resources.learning.com/hubfs/Marketing/Resources%20Page/Whitepapers/What-Four-Divides-Teach-About-Digital-Equity-an-Analysis.pdf (accessed April 17, 2020).
Equity is providing additional and different resources (intellectual, human, and fiscal) to ensure all students and teachers receive what is needed to exceed performance targets.
EDEquity, (2017).
Moving from disorientation and denial into awakening and active participation, Hill uses this text (in the context of Christian beliefs and behaviors) to tell a story that allows white people to be part of the equity solution.
Hill, Daniel. 2017. White Awake: An Honest Look at What it Means to be White. Downers Green, IL: InterVarsity Press.
Defining white fragility as an active barrier to equity, the author describes the historical and current effects of prevailing paradigms with a call to consciousness and action.
DeAngelo, Robin. 2018. White Fragility: Why It's So Hard for White People to Talk About Racism. Boston: Beacon Press
The book provides a qualitative look into how disproportionality manifests in schools. It is useful for practitioners who want to understand how daily practices contribute to inequitable outcomes.
Harry, Beth, and Klinger, Janette. Why Are So Many Minority Students in Special Education? Understanding Race & Disability in Schools, 2nd ed. 2014. New York: Teachers College Press.
This document provides suggestions for use of Coordinated Early Intervening Services funds to address issues of equity in school discipline. Suggestions included multi-tiered systems of support, disaggregating data for decision-making, equity-focused professional development, coaching of teachers, and partnering with families.
Austin, Sean, Heidi Von Ravensberg, and Kent McIntosh. 2022. Wise Use of Coordinated Early Intervening Services (CEIS) to Achieve Equity in School Discipline. Eugene, OR: Center on PBIS, https://assets-global.website-files.com/5d3725188825e071f1670246/629fbbf38f28899469117353_Wise%20Use%20of%20Coordinated%20Early%20Intervening%20Services%20(CEIS)%20to%20Achieve%20Equity%20in%20School%20Discipline.pdf (accessed January 30, 2023).
