Equitable School Quotes

Another example is the modern political order. Ever since the French Revolution, people throughout the world have gradually come to see both equality and individual freedom as fundamental values. Yet the two values contradict each other. Equality can be ensured only by curtailing the freedoms of those who are better off. Guaranteeing that every individual will be free to do as he wishes inevitably short-changes equality. The entire political history of the world since 1789 can be seen as a series of attempts to reconcile this contradiction. Anyone who has read a novel by Charles Dickens knows that the liberal regimes of nineteenth-century Europe gave priority to individual freedom even if it meant throwing insolvent poor families in prison and giving orphans little choice but to join schools for pickpockets. Anyone who has read a novel by Alexander Solzhenitsyn knows how Communism’s egalitarian ideal produced brutal tyrannies that tried to control every aspect of daily life. Contemporary American politics also revolve around this contradiction. Democrats want a more equitable society, even if it means raising taxes to fund programmes to help the poor, elderly and infirm. But that infringes on the freedom of individuals to spend their money as they wish. Why should the government force me to buy health insurance if I prefer using the money to put my kids through college? Republicans, on the other hand, want to maximise individual freedom, even if it means that the income gap between rich and poor will grow wider and that many Americans will not be able to afford health care. Just as medieval culture did not manage to square chivalry with Christianity, so the modern world fails to square liberty with equality. But this is no defect. Such contradictions are an inseparable part of every human culture. In fact, they are culture’s engines, responsible for the creativity and dynamism of our species. Just

Whoever is in charge of such things had been sparing with his blessings on the moment Benno was born. He had neither looks nor wit nor skill. He was not large or strong, he could not sing; in fact, he had a stammer, which on most occasions left him self-consciously mute. One gift only had been given, a gift as simple as it is rare: the gift of pure goodness. He knew, unerringly, what was right, what was kind, what would make people happy, and he did it without fail. His goodness took no effort; there was no internal scale to be balanced. He hoped for no reward and feared no hell. He was not clever- in his final year of school before the teachers despaired of him, he was asked how he would equitably divide a half-pound loaf of bread among himself and two friends. He said he would go without and his two friends would each have a quarter pound, and neither threats of failure nor the switch could persuade him to change his answer.

Whoever is in charge of such things had been sparing with his blessings on the moment Benno was born. He had neither looks nor wit nor skill. He was not large or strong, he could not sing; in fact, he had a stammer, which on most occasions left him self-consciously mute. One gift only had been given, a gift as simple as it is rare: the gift of pure goodness. He knew, unerringly, what was right, what was kind, what would make people happy, and he did it without fail. His goodness took no effort; there was no internal scale to be balanced. He hoped for no reward and feared no hell. He was not clever- in his final year of school before the teachers despaired of him, he was asked how he would equitably divide a half-pound loaf of bread among himself and two friends. He said he would go without and his two friends would each have a quarter pound, and neither threats of failure not the switch could persuade him to change his answer.

Once they’re admitted, we instill our students with hope, and we promise them challenging academics, close student-teacher relationships, and a nurturing and supportive environment—and we mean it. Further, with their admission, we extend a seemingly equitable opportunity for a diploma, itself an implied “passport to a better life.” This is the parents’ and students’ aspiration, and it’s the aspiration for which we, as overseers of these schools, have pledged our support and have dedicated our careers. However, when our young students actually enroll, against our best intentions but driven by our own fears, we overschedule, overwork, and sometimes overwhelm them. We set them up for frustration and failure when we expect them to think and act like adults long before they have actually developed those capacities. We reward high achievement over effort, and most of all, we overfocus on the college process almost from the moment they arrive.

The anarchists cannot consider, like the collectivists, that a remuneration which would be proportionate to the hours of labour spent by each person in the production of riches may be an ideal, or even an approach to an ideal, society. Without entering here into a discussion as to how far the exchange value of each merchandise is really measured now by the amount of labour necessary for its production—a separate study must be devoted to the subject—we must say that the collectivist ideal seems to us merely unrealizable in a society which has been brought to consider the necessaries for production as a common property. Such a society would be compelled to abandon the wage-system altogether. It appears impossible that the mitigated individualism of the collectivist school could co-exist with the partial communism implied by holding land and machinery in common—unless imposed by a powerful government, much more powerful than all those of our own times. The present wage-system has grown up from the appropriation of the necessaries for production by the few; it was a necessary condition for the growth of the present capitalist production; and it cannot outlive it, even if an attempt be made to pay to the worker the full value of his produce, and hours-of-labour-checks be substituted for money. Common possession of the necessaries for production implies the common enjoyment of the fruits of the common production; and we consider that an equitable organization of society can only arise when every wage-system is abandoned, and when everybody, contributing for the common well-being to the full extent of his capacities, shall enjoy also from the common stock of society to the fullest possible extent of his needs.

Adults often think that fair means impartial, equitable, unbiased. Family rules, school rules, and team rules apply to each sibling, student, or teammate equally. But autism un- levels the playing field. It potholes the field. All things are not being equal. So our thinking on the subject of fair must change. Here it is: Fair does not mean everything is equal. Fair is when everyone gets what they need.

We have got to provide meaningful work at decent wages for every employable citizen. We must guarantee an adequate income for those unable to work. We must build millions of low-income housing units, tear down the slums, and rebuild our cities. We need to build schools, hospitals, mass transit systems. We need to construct new, integrated towns. As President Johnson has said, we need to build a "second America" between now and the year 2000. It is in the context of this national reconstruction that the socioeconomic fate of the Negro will be determined. Will we build into the second America new, more sophisticated forms of segregation and exploitation or will we create a genuine open, integrated, and democratic society? Will we have a more equitable distribution of economic resources and political power, or will we sow the seeds of more misery, unrest, and division? Because of men like Martin Luther King, it is unlikely that the American Negro can ever again return to the old order. But it is up to us, the living, black and white, to realize Dr. King's dream.

Over the next few years, the number of African Americans seeking jobs and homes in and near Palo Alto grew, but no developer who depended on federal government loan insurance would sell to them, and no California state-licensed real estate agent would show them houses. But then, in 1954, one resident of a whites-only area in East Palo Alto, across a highway from the Stanford campus, sold his house to a black family. Almost immediately Floyd Lowe, president of the California Real Estate Association, set up an office in East Palo Alto to panic white families into listing their homes for sale, a practice known as blockbusting. He and other agents warned that a 'Negro invasion' was imminent and that it would result in collapsing property values. Soon, growing numbers of white owners succumbed to the scaremongering and sold at discounted prices to the agents and their speculators. The agents, including Lowe himself, then designed display ads with banner headlines-"Colored Buyers!"-which they ran in San Francisco newspapers. African Americans desperate for housing, purchased the homes at inflated prices. Within a three-month period, one agent alone sold sixty previously white-owned properties to African Americans. The California real estate commissioner refused to take any action, asserting that while regulations prohibited licensed agents from engaging in 'unethical practices,' the exploitation of racial fear was not within the real estate commission's jurisdiction. Although the local real estate board would ordinarily 'blackball' any agent who sold to a nonwhite buyer in the city's white neighborhoods (thereby denying the agent access to the multiple listing service upon which his or her business depended), once wholesale blockbusting began, the board was unconcerned, even supportive. At the time, the Federal Housing Administration and Veterans Administration not only refused to insure mortgages for African Americans in designated white neighborhoods like Ladera; they also would not insure mortgages for whites in a neighborhood where African Americans were present. So once East Palo Alto was integrated, whites wanting to move into the area could no longer obtain government-insured mortgages. State-regulated insurance companies, like the Equitable Life Insurance Company and the Prudential Life Insurance Company, also declared that their policy was not to issue mortgages to whites in integrated neighborhoods. State insurance regulators had no objection to this stance. The Bank of America and other leading California banks had similar policies, also with the consent of federal banking regulators. Within six years the population of East Palo Alto was 82 percent black. Conditions deteriorated as African Americans who had been excluded from other neighborhoods doubled up in single-family homes. Their East Palo Alto houses had been priced so much higher than similar properties for whites that the owners had difficulty making payments without additional rental income. Federal and state hosing policy had created a slum in East Palo Alto. With the increased density of the area, the school district could no longer accommodate all Palo Alto students, so in 1958 it proposed to create a second high school to accommodate teh expanding student population. The district decided to construct the new school in the heart of what had become the East Palo Alto ghetto, so black students in Palo Alto's existing integrated building would have to withdraw, creating a segregated African American school in the eastern section and a white one to the west. the board ignored pleas of African American and liberal white activists that it draw an east-west school boundary to establish two integrated secondary schools. In ways like these, federal, state, and local governments purposely created segregation in every metropolitan area of the nation.

The Right of Children to Free and Compulsory Education Act, 2009, has made it every Indian child’s right to access full-time elementary education of satisfactory and equitable quality until the age of fourteen. Estimates vary, but India has a shortage of almost half a million teachers and over eight million primary school-age children still do not attend school.

Students are a vital resource and essential allies in our struggle to create more equitable schools.

To speak about anything that relates to race and current events is being partisan and biased. I don’t think speaking about the value of Black life is partisan. I’m just tired of Black bodies lying dead in the streets. I don’t think speaking in lament of gun violence is a taking a partisan stance. I’m tired of turning on the news and seeing school shootings. I don’t think speaking about the criminal justice system is partisan. I’m just expressing frustration for the millions of Black families that are affected by this unjust system. My hope is that my white fans will consider the depth of their own privilege. They have in front of them an opportunity to use their influence to create more just, equitable systems and to prioritize voices of color. I hope they enter into our shared experiences with solidarity and humility. I also hope that they begin to do the hard work of discipling and learning to discuss issues in nuanced, thoughtful ways. I deeply feel the pain of my Black fans and people of color. They are under siege every day in a culture and a church that have proven hostile to their very existence. P93

language and literacy education is a political act and that equitable teaching means educating youth about the working of anti-Blackness while shedding light on what Blackness is, its heritage, language, beauty as critical components in disrupting the school-to-prison nexus.

Bonnie Butcher, NYC's Director of School Improvement, is on a mission for equitable education. When not shaping minds, she immerses herself in reading, music, and dancing.

a comprehensive and equitable system of public education does not require that every school be exactly the same; it requires an ecosystem of schools that collectively can serve the need of every child.

Setting specific deadlines for applications ensures that the admissions process remains organized and equitable for all prospective students.

By juggling various responsibilities, school administrators uphold the integrity of the educational system, ensuring equitable access to quality education and fostering an environment conducive to growth and development.

The pursuit of quality education requires a collective effort from governments, educators, parents, and communities, working together to create inclusive, equitable, and accessible learning environments.