National School Reform Faculty

Equity Policy
Date: September 17 - October 22, 2004
Listserv: Coaches

Friday, September 17, 2004 5:35 PM
Our school district wants to develop policy on respecting diversity. In Vermont, schools are expected to adopt standard anti-discrimination policies (we have those) but we'd like to go further, so we have language that actively promotes equity.

The text of the school board's message to the community is below.*
Diversity Task Group -
If you share an interest in fostering a school environment rich in diversity, you will be pleased to learn that a new working-group is forming to help the School Board and the school administration address such issues as race, gender, religion, ethnicity, family structures, disabilities, and more. We will be working on diversity policy and curriculum recommendations to both encourage empathetic understanding of differences and prohibit discrimination/harassment. This is a community-driven movement, with school board member participation and support.

If your school or district has a formal pro-equity policy we might use as a model or reference, we'd be glad to hear!
Martha, VT

Friday, September 17, 2004 8:16 PM
THE CREFELD SCHOOL DIVERSITY STATEMENT
The Crefeld School strives to create a diverse community in which all members are safe, respected, and valued. We believe that in actively promoting this type of learning environment, we are fostering intellectual, social, and emotional growth for all. We recognize that the pursuit of diversity is not enough, however, and therefore we aspire to celebrate the varied appearances, abilities, perspectives, and values that characterize our community. The Crefeld School accepts, supports and practices the concepts of equal opportunity in any and all decisions regardless of race, color, religion, sex, national origin, ancestry, sexual orientation, gender identity, or handicap or disability which does not interfere with an individual’s ability to perform essential functions with reasonable accommodation, if any.
Michael, PA

Thursday, September 23, 2004 7:31 AM
Hi all,
The other strands of conversation have been particularly interesting to me and actually timely. Thank you all. This is our listserv at its best! Keep it up! Except for Daniel who should stop sending personal email to the listserv. :-) <teasing>

Still, I am actually curious about the lack of response to Martha’s request. I know that this organization and its members are genuinely and deeply committed to issues of equity and diversity in education. I just don’t know how to interpret the silence. I’m taking it to mean that most schools / districts do not have statements or policies regarding diversity. Is that true? Or are they just lame and you were too embarrassed to post them, I mean didn’t think they would further the conversation. <Grin> Seriously, the absence of policies is important data. Even lousy statements could give us something to critique.

Not a burning need on my part, and I don’t want to disrupt the flow of other good conversations. Just noticed it and wondered what it means.
Michael, PA

Thursday, September 23, 2004 10:41 AM
It could also be that some of us are incredibly busy at the moment and don't have the extra minute to respond. We have something, which I'll post when I return next week. –
Dave, NY

Thursday, September 23, 2004 10:40 PM
I like it...I honor and commend your desire to be very explicit about these important values...with all good wishes,
Patti, OH

Sunday, September 26, 2004 7:29 AM
Friends,
At Friends School of Baltimore, we have a Diversity statement on our web page. The link is http://www.friendsbalt.org/about/mission/diversity/
Sandi, MD

Sunday, September 26, 2004 10:16 AM
Here it is; I encourage you to go to the web site to read more about their diversity council, etc. Thanks, Sandi.

Mission & Philosophy: Statement on Diversity
Diversity is central at Friends School of Baltimore, Inc. Founded in 1784 to provide a "guarded education" for Quaker children, the school shunned worldliness - yet also sought to share the ways of Friends through sending graduates and good works out into the world. Two centuries later, Friends School is committed to a vigorous and sustained effort to attract, welcome, cultivate and retain a diverse community of students, faculty, administration, staff and trustees.

At Friends, we cherish differences as essential for teaching and learning. The potential of each person and of classes and groups is realized in settings that strengthen knowledge of and sensitivity to the full spectrum of race, ethnicity, religion, culture, gender, income, age, sexual orientation, and physical and learning disabilities. Understanding broad historical and cultural patterns and developing a worldview are integral to the school's curriculum. The faculty uses an array of teaching practices that capitalize on resources for exploring diversity. In support of the classroom education, the school encourages students and faculty to travel near and far during the year and in the summer - at times, together.

Our location on the Eastern seaboard in Baltimore City encourages our success in preparing young people to live in a complex world. Special events, visitors and speakers, and conferences help students, faculty, administrators, staff, and trustees to look beyond the Friends School campus. The school has a long record of devotion to community service during the school year. Community outreach is a significant part of the summer program. In the newest strategic plan, the school has established a Diversity Council to further enlarge our perspective and to challenge our commitment to be broad and inclusive.

Respect for diversity and celebration of differences are at the very foundation of Friends School. Committed to the belief that there is that of the divine in everyone, our search for knowledge resides in a community enlightened for more than two hundred years by its care for, and contact with, the whole human race.
Gene, MA

Tuesday, September 28, 2004 10:02 PM
Michael Patron and Martha Rich (and other CFG Coaches) –
As most of you know by now, I haven't gotten too deeply involved w/the list serve recently, although I have in a few instances. I want to respond to Mike - your query - and to Martha - your initial request. When I quickly read the posting last week, shortly before I had to leave to be out of town, I was a bit short and must have sounded irritated - so let me quickly apologize first.

Then, in regards to "equity policy;" here at the Lehman Alternative Community School, this appears in several of our key documents and the actual things that students do. Under our "Goals" section, item #1.d. states: "To be a genuine alternative where: (d) students are involved in anti-racist/anti-bias education;" and again item #5 - "To encourage respectful relationships among people of different age, economic, racial, cultural and ethnic groups, providing opportunities to learn from each other." [Incidentally, these Goals were first written in 1974-75 (our first year), then revised three times since then, most recently in 1995-96, and they will probably be up for review by our students, staff, and parent/caregivers this year or next].

Then, in our "Philosophy" statements about LACS we say - "The Lehman Alternative Community School's philosophy is based on certain beliefs and ideals. We recognize that change in our world is inevitable and we believe that it can be directed to promote the common welfare. Therefore, as an educational institution:
• We believe in providing for the needs of a diverse population of students, and students of all abilities.
• We believe in being a fair, caring, community-run school with respectful consciousness of all minorities." [our "Philosophy" belief statements have been revised 3 times in our 30 year history]
Then, within our "Qualities of Character" statements, we say -
"An LACS Person of Character strives to be:
• anti-biased: accepting others and their differences, realizing how their actions affect others" [this list of 5 qualities was originally developed by the LACS "Families Against Racism" group during the summer of 1994, then was revised by students, staff, and parent/caregivers, and approved by the LACS Site Based Shared Decision Making Council

"III. Critical Thinkers and Problem Solvers who... a) act on, and reflect an anti-bias attitude” for which the following Outcomes are defined - "to complete this Essential you must demonstrate that you have: 1) taken action to understand and eliminate bias, 2) reflected on your actions, and 3) reflected on the personal impact of oppression."

I hope this helps; this is an area we are deeply committed to working on with our students - best wishes for successful work on the key issue of equity in our schools.
Be in Peace,
Dave, NY

Tuesday, September 28, 2004 10:21 PM
Thanks Dave,
Some nice phrases and ideas here. Mind if I “borrow” some? I especially like the anti-racist/anti-bias phrase. In general I don’t like defining positive values through the negative, but it really addresses the values as well as the limits to tolerance. That always comes up.
Michael, PA

Wednesday, September 29, 2004 7:04 AM
While I appreciate being able to read the language used in various statements about equity, I think it would be even more powerful if we shared the ways the statements play out in the real life of our schools. What do these statements mean for students, both Caucasian and students of color?

What do these words mean for teachers, administrators, and family members? How, specifically, does anti-bias/anti-racist education differ from the status quo? I'm not assuming that it does not, rather asking for some of the detail that could be very useful for those of us in large, public systems where the legal language is in place with little else to support it.

I realize that people are busy and that discussion of the underpinnings and inner workings will take time, but I feel that the nuts and bolts conversation of how we live the words or "walk the talk" is what we really need. Thanks.
Debbie, PA

Wednesday, September 29, 2004 10:28 AM
Debbie,
I agree that specifics are very helpful. I believe that the last part of Dave’s e-mail outlined a graduation exhibition or something similar requiring students to act on and reflect about the anti-bias value (please correct me if I am wrong, Dave.)

At Crefeld, the adoption of our diversity statement came out of our diversity group, which meets regularly and invites students, teachers, parents, and board members to participate. This group has accomplished several concrete improvements within the past two years.

1. Adoption of the diversity statement after discussion within the school about its necessity, its meaning, and its wording.
2. Board adoption of the diversity statement as a school philosophy, amendment of the school’s mission statement to include a statement about diversity, and amending the school’s non-discrimination statement to include gender identity.
3. Creation of an additional Graduation requirement, which requires students to reflect on issues of inequity and discrimination in their lives and our society. Eventually, we would like to add an action component.
4. Creation of several courses and extracurricular activities around the themes of equity and social justice.
5. Revision of several existing courses to include greater multicultural focus.
6. Creation of a student Gay-Straight Alliance group.
7. School-wide events focusing on multicultural issues including several guest speakers and performers.
8. Parent discussions on most of the above issues.
9. Staff discussions (which significantly raised awareness) about responding to hateful or hurtful speech even when it is unintended.
10. Staff and Board discussions about attracting and retaining a more ethnically diverse student body.
11. Staff and Board discussions about attracting and retaining a more ethnically diverse staff.
12. Attendance at a variety of conferences on multicultural education resulting in curriculum changes.
13. Attendance at recruiting fairs aimed at minority students and minority staff.
14. Active involvement in the activities of our local organization called People Of Color in Delaware Valley Independent Schools.

I realize that even with all this, I have no documented evidence of a change in student attitudes or behaviors. Still, I am aware that the dialogue about issues of diversity and equity are much more present in the daily life of the entire school community. I hope this is helpful.
Michael, PA

Friday, October 22, 2004 12:39 PM
I read with interest the thread of conversation re: diversity and diversity statements.
The Brookline Public Schools (where Jennifer Fischer-Mueller is Deputy Supt.) has a district wide equity project.

Here is the link http://bec.brookline.mec.edu/publicschools/teachingandlearning/teachlearn.htm (go to the left hand side of the page and click on Educational Equity Project). Below are a couple of the documents found on the site.

Additionally, we are using the work of Ton Ferguson's Tripod Project in our 11 CFGs at Brookline High School (where I am coaching a group and also working with the 10 other trained coaches and 10 "apprentice" coaches).

What is compelling to me about all of this work is the explicitness of it. We are naming the issues and what we need to do.

I can send Chris Jones a couple of documents we have developed to guide us as we infuse explicit work on race and the achievement gap into our CFGs to post on the web site.

You might also want to check out the professional development day we had yesterday (900 educators) - the agendas for the various strands are included on the web site.
http://bec.brookline.mec.edu/publicschools/teachingandlearning/PDDay/ProfDev_Day.htm

BROOKLINE'S EDUCATIONAL EQUITY PROJECT - TAKING ACTION, GETTING RESULTS
BELIEFS
1. Eliminating the racial achievement gap in our schools is the right thing to do.
2. Excellent schools are committed to the elimination of the racial achievement gap.
3. Students come to school with a variety of individual strengths and needs. Our responsibility is to recognize and build upon their strengths while identifying and meeting those needs.
4. Students of all races can succeed in school.
5. Schools are most effective when they take responsibility for the ways in which their practices affect student achievement.
6. We need to focus primarily on what schools can do while establishing school, home, and community partnerships to ensure student achievement.
7. Excellent schools work to eliminate intentional and unintentional racism by constantly examining curriculum, teaching practices, and administrative policies.

The Equity Project
After intense thinking and much discussion, we have decided on a name for our efforts to eliminate the racial achievement gap in the Public Schools of Brookline.

The name is…
Brookline's Educational Equity Project:
Taking Action, Getting Results

Why this name for this initiative? Let's review each part of the name.

"Brookline's": Attaching our name to the initiative serves two purposes. The first purpose is to acknowledge publicly that we have a racial achievement gap in the Public Schools of Brookline. This part of the name identifies us with a national issue, and we are courageous to tackle it. Secondly, this public acknowledgement holds us accountable to produce results.

"Educational Equity": Some scholars on the topic of the racial achievement gap call it the "civil rights issue of our generation." Given that there is no biological basis for the existence of achievement gaps between races and ethnicities, the very existence of a racial achievement gap signifies that something is amiss. This part of the name points to the solution-education and educational practices that are both fair and just. This is our mission. The proof of this mission accomplished will be increased achievement for all students and the elimination of the racial achievement gap. The word "equity" speaks to the essence of our work and is of such importance in the name that the initiative could quickly be referred to as The Equity Project.

"Project": The word "project" implies both something that is on-going and something that one can sign up to support in word and action.

"Taking Action, Getting Results": Simply stated, we are committed to identifying and engaging in actions that will result in increased student achievement. We have studied and will continue to study the racial achievement gap in Brookline and across the nation, and our plans for action will evolve as we continue to learn. We hold ourselves publicly accountable to results that describe student achievement on many levels-academic performance, student leadership, and community involvement.
Gene, MA

Friday, October 22, 2004 5:53 PM
Here are links for the documents I referred to in her recent posting to the listserv:
http://www.nsrfharmony.org/post/tripod_tasks_cond.doc
http://www.nsrfharmony.org/post/cfg_purpose_brookline.doc
Gene, MA