Equity In Education Quotes

Equality of opportunity is not enough. Unless we create an environment where everyone is guaranteed some minimum capabilities through some guarantee of minimum income, education, and healthcare, we cannot say that we have fair competition. When some people have to run a 100 metre race with sandbags on their legs, the fact that no one is allowed to have a head start does not make the race fair. Equality of opportunity is absolutely necessary but not sufficient in building a genuinely fair and efficient society.

Various mental tests or scholastic tests have been criticized as unfair because different groups perform very differently on such tests. But one reply to critics summarized the issue succinctly: “The tests are not unfair. Life is unfair and the tests measure the results.

Social issues impact every business. Whether we're talking about womens health or education or economic equity or climate change or renewable energy... All of these things impact businesses and their ability to profit. And they all present business opportunities also. So there's a lot to consider at the intersection of business and social work. And you can't really care about business without also caring about people's well-being, so every entrepreneur should be a social entrepreneur trying to help other people live better lives in some way.

Unless we have the wealth to pay for private education, we are compelled by law to go to public school—and to the public school in our district. Thus the state, by requiring attendance but refusing to require equity, effectively requires inequality. Compulsory inequity, perpetuated by state law, too frequently condemns our children to unequal lives.

At Mayflower-Plymouth, we care about profit and growth. And just as much we also care about things like the health of the earth, Whole Foods plant based or I-Tal living, vegan or vegetarian living, holistic education, spirituality, human rights, money equity, social cohesion, liberty, family, human health and more. To us, Investing is more than profit.

My philosophy of equity feminism demands removal of all barriers to women’s advancement in the political and professional realms. However, I oppose special protections for women in the workplace. Treating women as more vulnerable, virtuous, or credible than men is reactionary, regressive, and ultimately counterproductive.

Just as a CEO could care less about pay equity, the university administrator is unconcerned with how many of her program graduates secure employment of any particular quality.

literacy serves as a form of protection in this world and is rightly guided by both imagination and reason—two constructs that are often dichotomous, especially in current public education.

Esmenda Jenkins Dube the first was all about fair and saw her house as an oasis in the middle of corruption, saw herself as a missionary converting stupidity into reason. She thought that was much more useful than a miracle.

The stereotypical images we hold toward groups are powerful in influencing what people see and expect of students. Unless educators consciously try to undermine and work against these kinds of stereotypes, they often act on them unconsciously. Our assumptions related to race are so deeply entrenched that it is virtually impossible for us not to hold them unless we take conscious and deliberate action.

Every particular society, when it is narrow and unified, is estranged from the all-encompassing society. Every patriot is harsh to foreigners. They arc only men. They arc nothing in his eyes - This is a drawback, inevitable but not compelling. The essential thing is to be good to the people with whom one lives. Abroad, the Spartan was ambitious, avaricious. iniquitous. But disinterestedness, equity, and concord reigned within his walls. Distrust those cosmopolitans who go to great length in their books to discover duties they do not deign to fulfill around them. A philosopher loves the Tartars so as to be spared having to love his neighbors.

Boys today bear the burden of several powerful cultural trends: a therapeutic approach to education that valorizes feelings and denigrates competition and risk, zero-tolerance policies that punish normal antics of young males, and a gender equity movement that views masculinity as predatory. Natural male exuberance is no longer tolerated.

The last question "What do humanizing practices look like in and outside of the classroom?" is also essential, because it speaks to those "social justice" educators who leave the school and don't live in anti-racist, anti-sexist, and other anti-oppressive ways in their daily lives. This is why we must not just be non-racist or non-oppressive but also work with passion and diligence to actively disrupt oppression in and outside of the classroom. Simple good intentions aren't enough. The intentions must be deliberately connected to actions.

White people were allowed to buy houses with low-interest mortgages and receive free college educations. In the first instance this enabled them to amass wealth and equity, in the second it enabled them to live free of often crushing debt. Blacks were denied these opportunities, robbing them of untold wealth, the result of which has reverberated through succeeding generations.

Whenever judges of the highest state courts have actually examined the details of the "savage inequalities" that continue to be imposed on most low-income and minority students in the United States, they have virtually unanimously held that these conditions deny students the opportunity to be educated at the basic levels that are needed to function well in contemporary society.

Genuine education equity will be achieved only when schools serving low-income children mirror in number, variety, and access the options that affluent parents have come to expect for their children.

If it is true that education is the main foundation of any society, it follows that the state of race in today’s America mirrors its education system. Therefore, America’s education needs serious examination and even remaking. It is a system that uses Blacks (and other marginalized people) as mere tokens. You see a meager quota of Black people (as employees or students) here and there to give the false impression of equity.

We’ve given up on rehabilitation, education, and services for the imprisoned because providing assistance to the incarcerated is apparently too kind and compassionate. We've institutionalized policies that reduce people to their worst acts and permanently label them "criminal," "murderer," "rapist," "thief," "drug dealer," "sex offender," "felon," - identities they cannot change regardless of the circumstances of their crimes or any improvements they might make in their lives.

An equitable educator will acknowledge that just because it worked for me does not mean it works for my students. Passion for equity leads to a creative process of building a new educational system that works for all students and all educators all of the time.

Gustav Landauer best summarized this conceptual problematic in this way: “The state is not something which can be destroyed by a revolution, but is a condition, a certain relationship between human beings, a mode of human behavior; we destroy it by contracting other behavior, by behaving differently” (Ward, 1973, p. 23). Understanding oppressive institutions as not “things” to be destroyed, but relationships to remake and ideas to replace is a double-edged sword. It is frustrating in that it disperses the sites of critical social contestation against oppressive institutions and ideas to, literally, the minds of every individual (though this does not preclude traditional externalized social struggles for greater equity and liberty). It is encouraging, though, in that it reveals their nonmonolithic and mutable nature.

Several researchers have found that the pressures that Black men and boys experience exact a toll on their (our)1 psychological and emotional well-being. How they respond to these pressures is undoubtedly a factor that contributes to the high rate of interpersonal violence between and among Black males.

1. Project What is the project? Why is it unique? Why is the business needed? Why will customers love your product? 2. Partners Who are you? Who are the partners? What are your educational backgrounds? How much experience do you all have? How are you and your partners qualified to make the project a success? 3. Financing What is the total cost of the project? How much debt and how much equity is there? Are partners investing their own money? What is the investor’s return and reward for their risk? What are the tax consequences? Who is your CFO or accounting firm? Who is responsible for investor communications? What is the investor’s exit? 4. Management Who is running your company? What is their experience? What is their track record? Have they ever failed? How does their experience relate to your industry? Do you believe this is the strongest management team you can assemble? Can you pitch them with confidence?

Allies tend to crowd out the space for anger with their demands that things be comfortable for them. They want to be educated, want someone to be kind to them whether they have earned that kindness or not. The process of becoming an ally requires a lot of emotional investment, and far too often the heavy lifting of that emotional labor is done by the marginalized, not the privileged. But part of that journey from being a would-be ally to becoming an ally to actually becoming an accomplice is anger. Anger doesn't have to be erudite to be valid. It doesn't have to be nice or calm in order to be heard. In fact, I would argue that despite narratives that present the anger of Black women as dangerous, that render being angry in public as a reason to tune out the voices of marginalized people, it is that anger and the expressing of it that saves communities. No one has ever freed themselves from oppression by asking nicely.

There’s only one way America’s neighborhoods will begin to integrate: people have to want it more than vested public and corporate interests are opposed to it. And more people should want it. Mixed-race, mixed-income housing is a product we need to market. It’s the only real solution to segregated schools, for one.

The creative writing teacher was horrified at the thought that she was teaching a pack of insipient arsonists—or Lord of the Flies sociopaths. In fact, they were just boys. But, increasingly, in our schools and in our homes, everyday boyishness is seen as aberrational, toxic—a pathology in need of a cure. Boys today bear the burden of several powerful cultural trends: a therapeutic approach to education that valorizes feelings and denigrates competition and risk, zero-tolerance policies that punish normal antics of young males, and a gender equity movement that views masculinity as predatory. Natural male exuberance is no longer tolerated.

Equity is about the “tomorrows” for our students and children. Equity provides an educational experience wherein all students can succeed because they are individually accepted, understood, and supported by the educators within the school. With equity, every student owns his or her future. With equity, excellence is found.

Defining freedom cannot amount to simply substituting it with inclusion. Countering the criminalization of Black girls requires fundamentally altering the relationship between Black girls and the institutions of power that have worked to reinforce their subjugation. History has taught us that civil rights are but one component of a larger movement for this type of social transformation. Civil rights may be at the core of equal justice movements, and they may elevate an equity agenda that protects our children from racial and gender discrimination, but they do not have the capacity to fully redistribute power and eradicate racial inequity. There is only one practice that can do that. Love.

The lift that comes from sending girls like Sona to school is stunning—for the girls, their families, and their communities. When you send a girl to school, the good deed never dies. It goes on for generations advancing every public good, from health to economic gain to gender equity and national prosperity. Here are just a few of the things we know from the research. Sending girls to school leads to greater literacy, higher wages, faster income growth, and more productive farming. It reduces premarital sex, lowers the chance of early marriage, delays first births, and helps mothers plan how many children to have and when. Mothers who have had an education do a better job learning about nutrition, vaccination, and other behaviors necessary for raising healthy children.

Many people, even those who view themselves as liberals on other issues, tend to grow indignant, even rather agitated, if invited to look closely at these inequalities. “Life isn’t fair,” one parent in Winnetka answered flatly when I pressed the matter. “Wealthy children also go to summer camp. All summer. Poor kids maybe not at all. Or maybe, if they’re lucky, for two weeks. Wealthy children have the chance to go to Europe and they have the access to good libraries, encyclopedias, computers, better doctors, nicer homes. Some of my neighbors send their kids to schools like Exeter and Groton. Is government supposed to equalize these things as well?” But government, of course, does not assign us to our homes, our summer camps, our doctors—or to Exeter. It does assign us to our public schools. Indeed, it forces us to go to them. Unless we have the wealth to pay for private education, we are compelled by law to go to public school—and to the public school in our district. Thus the state, by requiring attendance but refusing to require equity, effectively requires inequality. Compulsory inequity, perpetuated by state law, too frequently condemns our children to unequal lives.

In this wealthy, technologically advanced, highly educated nation, more and more of our darkest children are dying on the streets--literally. Still, this uncontested reality polarizes adults along racial lines, not as we attempt to discover meaningful solutions to these brutal slaughters but in our racially balkanized expression of beliefs and determinations regarding the cause of these senseless deaths.

Of all the civil rights for which the world has struggled and fought for 5,000 years, the right to learn is undoubtedly the most fundamental…. The freedom to learn … has been bought by bitter sacrifice. And whatever we may think of the curtailment of other civil rights, we should fight to the last ditch to keep open the right to learn, the right to have examined in our schools not only what we believe, but what we do not believe; not only what our leaders say, but what the leaders of other groups and nations, and the leaders of other centuries have said. We must insist upon this to give our children the fairness of a start which will equip them with such an array of facts and such an attitude toward truth that they can have a real chance to judge what the world is and what its greater minds have thought it might be. —W.E.B. DuBois

As women gain rights, families flourish, and so do societies. That connection is built on a simple truth: Whenever you include a group that’s been excluded, you benefit everyone. And when you’re working globally to include women and girls, who are half of every population, you’re working to benefit all members of every community. Gender equity lifts everyone. From high rates of education, employment, and economic growth to low rates of teen births, domestic violence, and crime—the inclusion and elevation of women correlate with the signs of a healthy society. Women’s rights and society’s health and wealth rise together. Countries that are dominated by men suffer not only because they don’t use the talent of their women but because they are run by men who have a need to exclude. Until they change their leadership or the views of their leaders, those countries will not flourish. Understanding this link between women’s empowerment and the wealth and health of societies is crucial for humanity. As much as any insight we’ve gained in our work over the past twenty years, this was our huge missed idea. My huge missed idea. If you want to lift up humanity, empower women. It is the most comprehensive, pervasive, high-leverage investment you can make in human beings.

the nature of work will continue to change ever more rapidly. During much of the 20th century, most workers held two or three jobs during their lifetimes. However, the U.S. Department of Labor estimates that many of today’s workers will hold more than 10 jobs before they reach the age of 40.2 The top 10 in-demand jobs projected for 2010 did not exist in 2004.3 Thus, the new mission of schools is to prepare students to work at jobs that do not yet exist, creating ideas and solutions for products and problems that have not yet been identified, using technologies that have not yet been invented.

The principal reason that districts within states often differ markedly in per-pupil expenditures is that school funding is almost always tied to property taxes, which are in turn a direct function of local wealth. Having school funding depend on local wealth creates a situation in which poor districts must tax themselves far more heavily than wealthy ones, yet still may not be able to generate adequate income. For example, Baltimore City is one of the poorest jurisdictions in Maryland, and the Baltimore City Public Schools have the lowest per-pupil instructional expenses of any of Maryland's 24 districts. Yet Baltimore's property tax rate is twice that of the next highest jurisdiction.(FN2) Before the funding equity decision in New Jersey, the impoverished East Orange district had one of the highest tax rates in the state, but spent only $3,000 per pupil, one of the lowest per-pupil expenditures in the state.(FN3) A similar story could be told in almost any state in the U.S.(FN4) Funding formulas work systematically against children who happen to be located in high-poverty districts, but also reflect idiosyncratic local circumstances. For example, a factory closing can bankrupt a small school district. What sense does it make for children's education to suffer based on local accidents of geography or economics? To my knowledge, the U.S. is the only nation to fund elementary and secondary education based on local wealth. Other developed countries either equalize funding or provide extra funding for individuals or groups felt to need it. In the Netherlands, for example, national funding is provided to all schools based on the number of pupils enrolled, but for every guilder allocated to a middle-class Dutch child, 1.25 guilders are allocated for a lower-class child and 1.9 guilders for a minority child, exactly the opposite of the situation in the U.S. where lower-class and minority children typically receive less than middle-class white children.(FN5) Regional differences in per-pupil costs may exist in other countries, but the situation in which underfunded urban or rural districts exist in close proximity to wealthy suburban districts is probably uniquely American. Of course, even equality in per-pupil costs in no way ensures equality in educational services. Not only do poor districts typically have fewer funds, they also have greater needs.

Literacy was to be developed in a socially constructed environment so that new ideas and information learned from texts could be shared and spread among one another and those in the community. Members of all ages and experiences with reading would assemble to teach one another. Although individual literacy was valued, these societies were highly collaborative and prompted social responsibility to share knowledge gained from acts of literacy rather than keep education to one’s self. This collaboration for literacy learning built the foundation of the “chain letter of instruction” model, which embodied a shared accountability for knowledge (Fisher, 2004). If one person, for example, acquired knowledge, it was then his or her responsibility to pass it on to others to create a flame-like effect. To keep knowledge to one’s self was seen as a selfish act, and each person therefore was responsible to elevate others through education in the immediate and larger community. This ideal of collectivism is in direct conflict with schools today, as schools are largely grounded in competition and individualism. This is perhaps one major reason why students of color often do not reach their full potential in schools—because schools are in disharmony with their histories and identities.

Fascist politicians justify their ideas by breaking down a common sense of history in creating a mythic past to support their vision for the present. They rewrite the population’s shared understanding of reality by twisting the language of ideals through propaganda and promoting anti-intellectualism, attacking universities and educational systems that might challenge their ideas. Eventually, with these techniques, fascist politics creates a state of unreality, in which conspiracy theories and fake news replace reasoned debate. As the common understanding of reality crumbles, fascist politics makes room for dangerous and false beliefs to take root. First, fascist ideology seeks to naturalize group difference, thereby giving the appearance of natural, scientific support for a hierarchy of human worth. When social rankings and divisions solidify, fear fills in for understanding between groups. Any progress for a minority group stokes feelings of victimhood among the dominant population. Law and order politics has mass appeal, casting “us” as lawful citizens and “them,” by contrast, as lawless criminals whose behavior poses an existential threat to the manhood of the nation. Sexual anxiety is also typical of fascist politics as the patriarchal hierarchy is threatened by growing gender equity. As the fear of “them” grows, “we” come to represent everything virtuous.

Major offenses like this one, as well as minor indignities, or what psychologist Chester Pierce (1995) referred to as micro-aggressions, are so common and pervasive that for many parents, preparing their Black sons for the likelihood of an

When the norms associated with race take on a static and determining quality, they can be very difficult to undermine. Students who receive a lot of support and encouragement at home may be more likely to cross over and work against these separations. But as my wife and I found for a time with Joaquin, middle-class African American parents who try to encourage their kids to excel in school often find this can’t be done because the peer pressures against crossing these boundaries are too great.

The racial separation we see in schools might also be seen as an element of the “hidden curriculum,” an unspoken set of rules that “teaches” certain students what they can and cannot do because of who they are. There are aspects of this hidden curriculum that are not being taught by the adults. It may well be that students are the ones teaching it to each other. No adult goes onto the playground and says, “I don’t want the boys and girls to play together.” The girls and boys do that themselves, and it’s a rare child who crosses over. Why? Because

Sadly, part of what Guinier and other parents must prepare their Black sons for is the prospect, and even the probability, that the group he is most likely to experience conflict and hostility with is not the police or the Ku Klux Klan but other Black males. For reasons that can never be fully explained, Black males kill and harm one another at a rate that far exceeds any other segment of the American population (Bell and Jenkins, 1990; Earls, 1994). The alarming homicide rates among young Black males is one of the major factors that has led to Black males being the only segment of the U.S. population with a declining life expectancy (Earls, 1994). Gangs, drug dealing, and the availability of guns are certainly contributing factors, but there is more going on related to the phenomenon of violence among and between Black males that defies easy explanation.

The over-reliance on high-stakes standardized testing in state and federal accountability systems is undermining educational quality and equity in U.S. public schools by hampering educators’ efforts to focus on the broad range of learning experiences that promote the innovation, creativity, problem solving, collaboration, communication, critical thinking, and deep subject-matter knowledge that will allow students to thrive in a democracy and an increasingly global society and economy,” the organization states.5

The theoretical frameworks we bring to our praxis and our own experiences as scholars of color coalesce with a fundamental assumption in ACL, that identity is central to our praxis as leaders, and that our work as scholars advocating for increased diversity of leadership in spaces of higher learning is very much informed by our own identities.

there’s actually a theory out there called leadership oppression, where people like you because you’re strong, but they don’t like you.

Liberal feminists generally believe society already provides almost all the opportunities required for women to succeed in life. They simply want the same access to those opportunities as men and advocate measures that allow and protect that access—educational opportunities, affordable childcare, flexible working hours, and so on. Liberal feminism does not automatically assume that differences in outcomes imply discrimination, however, and thus it eschews the equity-based approaches of intersectional feminism. The liberal focus on removing the social significance of identity categories—that is, the legal and social requirements to comply with gender, class, or race expectations—seeks to refine the legacies of the Enlightenment project and the civil rights movements, rather than overthrow them for socialist or postmodern ends. Consequently, many liberal feminists believed their work would be largely done once women gained legal equality with men and had control over their own reproductive choices and when societal expectations had changed so much that it was no longer surprising to see women in all fields of work.

But 2018 broke the pattern. Record turnout occurred across the country to elect governors, state legislators, and those running for federal office. The national sea change occurred in part due to a surge of interest in state and local politics caused by greater demand from constituents. State lawmakers have more of an impact on the daily lives of voters of color and the marginalized than Congress ever likely will. Just as they set the law overseeing the right to vote, they also determine criminal justice, health care access, housing policy, educational equity, and transportation. Governors set budgets, sign bills, and implement these ideas. Secretaries of state act as superintendents of election law, but in many states they also manage access for small businesses and a host of administrative duties invisible to citizens until the policies go awry. Attorneys general serve as the chief law enforcement arm of the state, determining statewide matters that can have local impact.

[T]he education system in America is designed to keep wealth and resources for the privileged and to keep the poor and the crushed folks at the bottom, with rare exceptions usually amplified and promoted for PR purposes. If education’s primary purpose is to save people through knowledge and social mobility, then the millions of Americans, including many Black people, who don’t have access to good education as do the rich and privileged children getting prepped up early on for ivy league schools, is a clear indication that the American education is a huge failure.

Considering the way American education is going in the direction of commercialization and corporatization speaks volumes about how education is getting hijacked; it is being turned into a tool of oppression and creating wider gaps between the rich and the poor rather than fulfilling its purpose of setting minds and bodies free.

If it is true that education is the main foundation of any society, it follows that the state of race in today’s America mirrors its education system.

With skills falling out of demand in less time than it takes to acquire and master them, with educational credentials losing value against their cost of purchase by the year or even turning into ‘negative equity’ long before their allegedly lifelong ‘sell-by’ date, with places of work disappearing with little or no warning, and with the course of life sliced into a series of ever shorter one-off projects, life prospects look increasingly like the haphazard convolutions of smart rockets in search of elusive, ephemeral and restless targets, rather than a predesigned and predetermined, predictable trajectory of a ballistic missile.

Peterson has stern advice for parents whose children are being taught white privilege, equity, diversity, inclusivity, and systemic racism: take them out of the class because they are not being educated but indoctrinated.

The Negro struggle has hardly run its course; and it will not stop moving until it has been utterly defeated or won substantial equality. But I fail to see how the movement can be victorious in the absence of radical programs for full employment, the abolition of slums, the reconstruction of our educational system, new definitions of work and leisure. Adding up the cost of such programs, we can only conclude that we are talking about a refashioning of our political economy.

What is a just society? For the purposes of this book, I propose the following imperfect definition. A just society is one that allows all of its members access to the widest possible range of fundamental goods. Fundamental goods include education, health, the right to vote, and more generally to participate as fully as possible in the various forms of social, cultural, economic, civic, and political life. A just society organizes socioeconomic relations, property rights, and the distribution of income and wealth in such a way as to allow its least advantaged members to enjoy the highest possible life conditions. A just society in no way requires absolute uniformity or equality. To the extent that income and wealth inequalities are the result of different aspirations and distinct life choices or permit improvement of the standard of living and expansion of the opportunities available to the disadvantaged, they may be considered just. But this must be demonstrated, not assumed, and this argument cannot be invoked to justify any degree of inequality whatsoever, as it too often is.

Gifted and Talented Education (GATE) and AP classes composed solely of White and Asian students Special education classrooms where Black students are overrepresented School orchestras with no Black, Brown, or Indigenous students Suspension and expulsion data showing that a disproportionate number of Black, Brown, and Indigenous students are suspended or expelled Remedial classrooms with high proportions of Black, Brown, and Indigenous students Honors classes with low proportions of Black, Brown, and Indigenous students

Our culture of achievement has grown to emphasize visions of success that are, for the most part, fairly predictable. Cole skipped a couple of steps. The basic plan is to go to Goldman Sachs, McKinsey, or the like, then maybe to a top-ranked business school, then back to banking, consulting, private equity, hedge funds, or a name-brand tech company. Or maybe go from law school to top firm to partner or in house at an investment firm, and live in New York, San Francisco, Boston, or Washington, DC.* Again, these institutions and roles are necessary, and they’re natural developments in our economy. We need them. But we need people doing other things too. We need people willing to take risks and, yes, to occasionally fail. Like real-world consequences fail. We need people committed over extended periods of time to creating value, no matter how hard that is. We need people who care deeply about the work they’re doing. Imagine someone who you think could stand to take on some risk—someone well educated who would always have something to fall back on, whose family might have some resources so he would be unlikely to starve. And this person would probably be young and free of major life obligations. Someone sort of like . . .  Cole. What’s interesting is that many of the people I meet who are young, highly educated, and from good families are among the most risk-averse. They feel like they need to be making progress along a ladder with each passing month or year. Their parents have often set high expectations for them. They measure themselves each period against their peers, who are generally following various well-defined paths.

[M]aking equity a pervading focus of educational reform and innovation will require colleges and universities to move beyond the goals of access and compositional diversity to conceive of and deliver all types of educational experiences, grounded in liberal education, that support the success of all students, regardless of the institutions they attend.

taught by them. In short, this book is for people of all colors who take a particular approach to education. They may be white. They may be black. In all cases, they are so deeply committed to an approach to pedagogy that is Eurocentric in its form and function that the color of their skin doesn’t matter. When I say that their skin color doesn’t matter, I am not dismissing the particular responsibilities of privileged groups in societies that disadvantage marginalized groups. I am also not discounting the need to discuss race and injustice under the fallacy of equity. What I am suggesting is that it is possible for people of all racial and ethnic backgrounds to take on approaches to teaching that hurt youth of color. Malcolm X described this phenomenon in a powerful speech about the house Negro and the field Negro in the slave South. He described the black slave who toiled in the fields and the house

Equity Rules - While this novel portrays an unusual slice of life, the main characters are profiled in detail. Their discussions include individual vulnerability, dating and relationships, medical situations, current jobs and future careers, religion and the afterlife, and volunteering at a youth shelter. The underlying theme of this book is that each person is ultimately equal in the eyes of God, regardless of race, color, sex, national origin, religious beliefs, medical condition/disability, economic/social status and educational achievements. Equality Rules.

But to abolish assessments, as many Just Americans want to do, and then declare that we've achieved "equity," ensures that all students receive exactly the same lousy education.

In order to address the challenges of inequity in education, teachers must perceive themselves to be both individually and collectively capable of delivering effective instruction to underperforming and/or disadvantaged students in ways that will result in students’ better performance and increased academic achievement.

Tax the shit out of the super-rich, and use that revenue on food, housing, healthcare and education for everyone.

Education ought to be general equity in good a government .

American policy makers have realized. Ultimately, if the goal is to educate a nation’s people, nothing is more important than equity of opportunity, and if the goal is to produce creative, confident, flexible, independent thinkers, nothing is more important than nurturing the autonomy of the individual.

The shape of authority on the trading floor depends heavily on how much money a particular group is making. For the past several years, the most desirable jobs by far on Wall Street have been in derivatives groups, and those groups have usually ruled the floor. In general, if you aren’t in derivatives, the closer you are to government bond trading—the hub of the bond trading floor—the better. Surrounding the trading of government bonds, known as govvies, are the middle-tier jobs, including foreign exchange, mortgage trading, and corporate bonds. Less desirable jobs may not even be on the trading floor. Equity sales is bad. Private client sales may be worse. One of the worst jobs, for example, is selling money market instruments in Philadelphia, assuming the firm still has a Philadelphia office, which many do not. The worst jobs of all are in the municipal bond department. “Munis” are bonds, usually tax-exempt, that municipalities, states, or other local governmental entities issue to pay for roads, education, sewers, and so forth. Munis can be found in the backwaters of the trading floor and the wasteland of investment banking. Before I took the training examination at First Boston and was told, “You’d better do well on the exam…or else,” I knew very well what the “or else” meant: “or else you’ll end up in munis.

Of course, ownership of education is about much more than grades. Helping children to love learning itself, and to see education as a process of self-discovery and of recognizing their aptitudes and gifts so they can build on them for their college major and their career—these are the real measurements of educational success and the real areas where we want our children to feel equity. So our task is helping kids to feel ownership

Twenty-first-century schooling challenges teachers to balance competing goals for education: equity and excellence, standards and customization, efficiency and relationships.

The key to successful online learning is finding the right combination of technology, instruction, and assessment.

Online learning is the ultimate equalizer, allowing everyone to access education regardless of geographic or financial boundaries.

Education, like the job market, is a children’s party game where everyone gets the same prize. Yet many are laboring under the misapprehension that the goal of -equity- can be successfully reached by setting the bar so low that anybody can step over it with ease.

And when a person experiences advantages because of their privilege, unconsciously or consciously, they may not readily or willingly critique the system they have benefited from.

We have gods called “good education,” “retirement plan,” “personal network,” and “health.” Any of these, and more, can be an idol when they complete this sentence: Whatever happens, it will all be okay because… We all have our own reasons that it’ll all be okay: • because of how much I have in the bank, my home equity, my retirement accounts. I can rely on that. I’ve made responsible decisions, and as long as I keep doing that, everything will be fine. • because the right people are in charge of our country, making the right decisions, appointing the right officials. • because I’m a good person, and so surely good things will come my way too. • because at least I have my family, and they will continue to give me meaning and purpose as I go through my days, even if other things don’t go the way I want. • because I am a hard worker, I’m self-sufficient, and I can take care of myself and those around me no matter what. • because I plan ahead and won’t be caught off guard.

When students are taught, their minds expand and open. When students are indoctrinated, their minds narrow and close. Friedersdorf quotes a parent of a child in the program—a parent who was generally supportive of the school’s “BLM week”: They present every issue with such moral certainty—like there is no other viewpoint. And we’re definitely seeing this in my daughter. She can make the case for defunding the police, but when I tried to explain to her why someone might have a Blue Lives Matter sign, why some families support the police, she wasn’t open to considering that view. She had a blinding certainty that troubled me. She thinks that even raising the question is racist. If she even hears a squeak of criticism of BLM, or of an idea that’s presented as supporting equity, she’s quick to call out racism.109 The problem in all these cases is not the inclusion of SJF ideas in a student’s education—it’s the teaching of those ideas as if they’re Bible verses in a religious school, not to be challenged or questioned.

I hope that someday all those who have been ignored will find a voice. I hope our fear would not be based on our politics, color, race, creed, difference, or religion, but rather the deep trepidation of a loss of potential. -

Action research is a small idea. It involves examining data on one’s work to help improve one’s performance.

I work at a school that serves families privileged by race, class, and education. The children at my school have more opportunities than many other people in the world, and it is a cornerstone value for me to help them to develop and foster dispositions for equity, to practice perspective-taking, and to become comfortable with what's unfamiliar.

Parents were offered the freedom of choice as the solution for educational exclusion—or rather, the illusion of choice, since there was never much of a choice in the first place.

Berlant (2011) explains: “a relation of cruel optimism exists when something you desire is actually an obstacle to your flourishing” (p. 1).

New educational options produced by market-driven policies offer (and promote) a selective and high-cost form of inclusion that sorts out those students who can fit within the narrow parameters of being a student informed by ableism and racism from those students who cannot. These latter students are further marginalized

At the end of an interview for her first post-PhD job Tessa abandons the politically correct answers and says, "The doctrine of equity sounds good--and maybe the hearts of some of those who profess it are in the right place. But in reality, it's immoral, unfair, harmful to academic standards, and deeply paternalistic. So in response to your question, Dr. Franco, I do not promote equity in the classroom. I promote education instead.

It is the public schools, however, which can be made, outside the homes, the greatest means of training decent self-respecting citizens. We have been so hotly engaged recently in discussing trade-schools and the higher education that the pitiable plight of the public-school system in the South has almost dropped from view. Of every five dollars spent for public education in the State of Georgia, the white schools get four dollars and the Negro one dollar; and even then the white public-school system, save in the cities, is bad and cries for reform. If this is true of the whites, what of the blacks? I am becoming more and more convinced, as I look upon the system of common-school training in the South, that the national government must soon step in and aid popular education in some way. To-day it has been only by the most strenuous efforts on the part of the thinking men of the South that the Negro’s share of the school fund has not been cut down to a pittance in some half-dozen States; and that movement not only is not dead, but in many communities is gaining strength. What in the name of reason does this nation expect of a people, poorly trained and hard pressed in severe economic competition, without political rights, and with ludicrously inadequate common-school facilities? What can it expect but crime and listlessness, offset here and there by the dogged struggles of the fortunate and more determined who are themselves buoyed by the hope that in due time the country will come to its senses?

Anyone looking for a good overview of the nation’s political history and a well-thought-out proposal for problem-solving within the government, society, and the educational system will find it here. ….. As Ellison declares, 'Now is the time to repair our divided nation.' He has given readers both the reason for such a divide and the way forward to bringing the nation together.” — US Review of Books

There is a huge shift to rewiring people from working class families to pursue education that is cheap, but profitable for corporations and corporatized educational institutions, and that is just enough for them to be trained as malleable workers at the service of the ruling class and their needs. We are in a country in which the few rich and privileged get quality education, while everyone else gets cheap training and acquire mediocre skills in the form of certificates of completion. The children of the rich go to Yale and Harvard and other big names, while those from poor working-class families get certificates in this or that skill that they can add to their resumes to be desired by employers. [From “On the Great Resignation” published on CounterPunch on February 24, 2023]

Our duty as educators is to protect and promote public conversations about matters of educational justice, equity, and access within a lightning‐fast and often misleading environment of powerful, politically motivated, and unsubstantiated opinions.

The study findings show that genetics has a similar role in acquiring financial wealth, explaining about one-third of the decisions, as found in the twin studies. The role of genetics is very high (over 50 percent) in educational level attained, but plays no role in the equity portion of the portfolio. The genetic role for stock market participation is nearly 14 percent. Overall, the study illustrates that a person’s genes has an impact on their financial decisions.

Universities promote diversity. On April 24, 1997, 62 research universities led by Harvard bought a full-page advertisement in the New York Times that justified racial preferences in university admissions by explaining that diversity is a “value that is central to the very concept of education in our institutions.” Lee Bollinger, who has been president of the University of Michigan and of Columbia, once claimed that diversity “is as essential as the study of the Middle Ages, of international politics and of Shakespeare.” Many companies and universities have a “chief diversity officer” who reports directly to the president. In 2006, Michael J. Tate was vice president for equity and diversity of Washington State University. He had an annual budget of three million dollars, a full time staff of 55, and took part in the highest levels of university decision-making. There were similarly powerful “chief diversity officers” at Harvard, Berkeley, the University of Virginia, Brown, and the University of Michigan. In 2006, the University of Wisconsin at La Crosse decided that diversity was so important that its beneficiaries—students—should pay for it. It increased in-state tuition by 24 percent, from $5,555 to $6,875, to cover the costs of recruitment to increase diversity.

Teachers who are alienated, passive, and unquestioning cannot make such initiations possible for those around. Nor can teachers who take the social reality surrounding them for granted and simply accede to them. Again, I am interested in trying to awaken educators to a realization that transformations are conceivable, that learning is stimulated by a sense of future possibility and by a sense of what might be. So there is talk in this book about the need for social praxis, about critical consciousness, about equality and equity, as well as about personal liberation.

Addressing learning gaps is not just a necessity; it is important for promoting educational equity and preventing future skill disparities that could hinder student confidence and achievement.

Teachers play a crucial role in promoting educational equity by identifying individual students' learning gaps and addressing them through personalized instruction and support, such as remediation or rapid remediation.

Inclusive education principles advocate for learning environments that embrace and celebrate diversity and foster a sense of belonging and equity among all students.

The majority of effort channeled toward achieving racial equity hasn't been applied to the part of life that has the biggest influence on people's skills and mindsets: namely birth to eighteen years of age.

By [college], many skills, attitudes, and habits have already been formed. We can have a much bigger impact on people at younger ages. Efforts to achieve true equity should focus instead on high-quality kindergarten and pre-K, high-quality weekend learning programs, high-quality charter schools, and high-quality after-school tutoring.

By incorporating humanistic, inclusive, and feminist pedagogical principles into transformative teaching practices, educators can create learning environments that prioritize student well-being, equity, and empowerment, fostering meaningful connections and transformative growth for all learners.