Equity In The Classroom Quotes

What would the world look like if all children were given the opportunity to succeed?

The need to agitate for criticality historically spoke to the social unrest at the time, and I argue that the need to agitate is still necessary and pressing in classrooms today.

research has found that once we put a score or a grade on an assignment, the student is less likely to review comments or learn from that grade (Butler & Nisan, 1986).

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.

Rather than say, “In the real world you only get one chance,” perhaps our most truthful and most helpful message should be “In the real world, retakes are often available; you just might have to ask for them and put in some additional work.

Conversations about grading weren’t like conversations about classroom management or assessment design, which teachers approached with openness and in deference to research. Instead, teachers talked about grading in a language of morals about the “real world” and beliefs about students; grading seemed to tap directly into the deepest sense of who teachers were in their classroom.

There’s no research that finds that failing grades motivate students, and plenty of research that has found the opposite—that a student who receives 0s and Fs becomes less motivated, not more motivated. Guskey (2009) found that “no studies support the use of low grades as punishment. Instead of prompting greater effort, low grades more often cause students to withdraw from learning.

And, if we teachers are honest with ourselves, it may be easier to assign a zero when a student misses an assignment than to pressure and support the student to complete it. It can be time-consuming and exhausting for the teacher to call parents and caregivers or require students to stay after school until assignments are completed. Yet if we’re committed to making our grades accurate, we can’t give a grade until we have sufficient evidence of a student’s actual level of achievement.

Unfortunately, in most classrooms teachers penalize students for mistakes they make during the learning process, for assignments that prepare them for the test. Students lose points for errors (and for answers they don’t complete) on homework, classwork, and on any task that the teacher designs to help students learn content. Those scores are entered into the gradebook and included in the overall calculation of a student’s grade. With this grading approach, student mistakes are penalized during the very stage of learning when students should be making mistakes. If mistakes on any work—homework assignments, tests, quizzes, in-class worksheets, discussions—are always penalized with a score that is incorporated into a grade no matter whether those mistakes occur at the beginning, middle, or end of learning, then the message is that mistakes aren’t ever acceptable, much less desired, and they certainly aren’t ever valuable. Students will be discouraged, not encouraged, to take risks and be vulnerable.

Even worse, traditional grading that penalizes students for mistakes often isn’t just limited to a student’s academic work. Teachers often assign grades based on mistakes in students’ behaviors as well: downgrading a score if an assignment is late, subtracting points from a daily participation grade if a student is tardy to class, or lowering a group’s grade if the group becomes too noisy while they work. In this environment, every mistake is penalized and incorporated into the final grade. Even if just a few points are docked for forgetting to bring a notebook to class or losing a few points for not heading a paper correctly, the message is clear: All mistakes result in penalties. While some might argue that this is simply accountability—“I asked the students to do something, so it has to count”—it’s missing the forest for the trees. The more assignments and behaviors a teacher grades, the less willing a student will be to reveal her weaknesses and vulnerability. With no zones of learning that are “grade free,” it becomes nearly impossible to build an effective teacher–student relationship and positive learning environment in which students try new things, venture into unfamiliar learning territory, or feel comfortable making errors, and grow. When everything a student does is graded, and every mistake counts against her grade, that student can perceive that to receive a good grade she has to be perfect all of the time. Students don’t feel trust in their teachers, only the pressure to conceal weaknesses and avoid errors.

A humbling but reluctantly honest reason many of us continue to use the zero on a 100-point scale may be because the zero satisfies a psychological need. While Reeves sardonically recognizes teachers’ need to “punish the little miscreants who fail to complete our assignments” (2004), this need among us to feel satisfaction, to “hold students accountable” for not following our directions, is real and powerful. Guskey (2004) suggests that teachers, particularly at the secondary grades, assign a zero because they recognize that their power over students is relatively limited, and want students to really “feel” the consequences for not performing.

I’ve copied homework because I left my book in my locker and I didn’t have time to get it before I went home and my class was literally the next period. I had a bad grade—it was a wavering A where it was literally just 90-point something. When you’re that close to getting a B you don’t want to do anything wrong. If we didn’t have the homework, [the teacher] would just give us a zero.” (Annika, middle school student)

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.

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

After the initial, unavoidably chaotic lockdown period in the spring of 2020, we should have paid more attention to the toll of online learning: the terrible equity impacts on lower-income families who didn’t have the tech; the way it left out many students with developmental disabilities who needed in-person supports; the way it made it impossible for single parents to work outside the home and often inside it, with devastating effects for mothers in particular; the mental health impacts that social isolation was having on countless young people. The solution was not to fling open school doors where the virus was still surging and before vaccines had been rolled out. But where were the more spacious discussions about how to reimagine public schools so that they could be safer despite the virus—with smaller classrooms, more teachers and teacher’s aides, better ventilation, and more outdoor learning? We knew early on that teens and young adults were facing a mental health crisis amid the lockdowns—so why didn’t we invest in outdoor conservation and recreation programs that could have pried them away from their screens, put them in communities of other young people, generated meaningful work for our ailing planet, and lifted their spirits all at the same time?

Being accused of microaggression can be a harrowing experience. Manhattan Institute Fellow Heather Mac Donald relates in City Journal how an incident got out of hand at the University of California, Los Angeles, in 2013. Professor Emeritus Val Rust taught a dissertation preparation seminar in which arguments often erupted among students, such as over which victim ideologies deserved precedence. In one such discussion, white feminists were criticized for making "testimonial-style" claims of oppression to which Chicana feminists felt they were not entitled. In another, arguments over the political implications of word capitalization got out of hand. In a paper he returned to a student, Rust had changed the capitalization of "indigenous" to lowercase as called for in the Chicago Manual Style. The student felt this showed disrespect for her point of view. During the heated discussion that followed, Professor Rust leaned over and touched an agitated student's arm in a manner, Rust claims, that was meant to reassure and calm him down. It ignited a firestorm instead. The student, Kenjus Watston, jerked his arm away from Rust as if highly offended. Later, he and other "students of color", accompanied by reporters and photographers from UCLA's campus newspaper, made a surprise visit to Rust's classroom and confronted him with a "collective statement of Resistance by Graduate Students of Color". Then the college administration got involved. Dean Marcelo Suarez-Orozco sent out an e-mail citing "a series of troubling racial climate incidents" on campus, "most recently associated with [Rust's class]". Administrative justice was swift. Professor Rust was forced to teach the remainder of his class with three other professors, signaling that he was no longer trusted to teach "students of color". When Rust tried to smooth things over with another student who had criticized him for not apologizing to Watson, he reached out and touched him in a gesture of reconciliation. Again it backfired. That student filed criminal charges against Rust, who was suspended for the remainder of the academic year. As if to punctuate the students' victory and seal the professor's humiliation, UCLA appointed Watson as a "student researcher" to the committee investigating the incident. Watson turned the publicity from these events into a career, going on to codirect the Intergroup Dialogue Program at Occidental College in Los Angeles. As for the committee report, it recommended that UCLA create a new associate dean for equity and enhance the faculty's diversity training program. It was a total victory for the few students who had acted like bullies and the humiliating end of a career for a highly respected professor. It happened because the university could not appear to be unsympathetic to students who were, in the administration's worldview, merely following the university's official policies of diversity and multiculturalism.

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.

We can’t complain that students are point-grubbers when we give them extra points to grub.

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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

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【V信83113305】：The Relay Graduate School of Education is a pioneering institution in the United States dedicated to transforming teacher preparation and improving K-12 education. Founded in 2007, Relay emphasizes hands-on training, data-driven instruction, and equity-focused practices to equip educators with the skills needed for high-need schools. Unlike traditional programs, Relay integrates residency models where candidates teach while earning their degrees, ensuring real-world experience from day one. Its competency-based curriculum focuses on measurable outcomes, such as student growth and classroom management. With campuses across the U.S., Relay partners with school districts and charter networks to address educational disparities. By prioritizing practical expertise over theoretical knowledge, Relay prepares teachers to make an immediate impact, fostering a new generation of leaders committed to educational excellence and social justice.，办接力教育研究生院文凭学位证书成绩单GPA修改, 想要真实感受Relay Graduate School of Education接力教育研究生院版毕业证图片的品质点击查看详解, 学历证书!Relay Graduate School of Education学历证书接力教育研究生院学历证书Relay Graduate School of Education假文凭, 出售Relay Graduate School of Education接力教育研究生院研究生学历文凭, 办理RGSOE学历与学位证书投资未来的途径, RGSOE接力教育研究生院-多少钱, 原版复刻美国接力教育研究生院毕业证办理成绩单修改, 美国大学文凭定制专业服务认证

【V信83113305】：Nestled within Australia's vibrant educational landscape, Australian Catholic University (ACU) stands out as a unique institution dedicated to fostering both intellectual and ethical development. With campuses spanning Brisbane, Sydney, Canberra, Melbourne, and Adelaide, it offers a comprehensive range of undergraduate and postgraduate programs. True to its name and mission, ACU integrates core Catholic values of social justice, equity, and the common good into its curriculum, creating a supportive and inclusive community for students of all faiths and backgrounds. This commitment extends beyond the classroom, driving impactful research aimed at addressing real-world challenges and serving the community. ACU successfully blends a strong ethical foundation with academic excellence, preparing graduates to be not just skilled professionals, but also compassionate and engaged global citizens.，澳大利亚天主教大学留学本科毕业证, Offer(ACU成绩单)ACU澳大利亚天主教大学如何办理?, 网络办理ACU毕业证官方成绩单学历认证, 最安全购买ACU毕业证方法, 办理澳洲大学毕业证书, Australian Catholic University澳大利亚天主教大学电子版毕业证与澳洲Australian Catholic University学位证书纸质版价格, 一流澳大利亚天主教大学学历精仿高质

【V信83113305】：The Relay Graduate School of Education stands as a distinctive institution in American teacher preparation. Founded by a coalition of leading charter networks, its core mission is to develop highly effective, practical-ready educators through a hands-on, residency-based model. Central to its approach is the extensive use of video coaching and frequent, low-stakes feedback, allowing students to continuously refine their instructional techniques in real classroom settings. This practice-heavy program, often completed while teaching, focuses on measurable outcomes and mastery of concrete skills that directly impact student learning. By prioritizing clinical practice over pure theory, Relay has emerged as a significant innovator in training teachers who are equipped to advance educational equity and close achievement gaps from their very first day in the classroom.，【V信83113305】RGSOE毕业证成绩单制作,一比一定制-RGSOE毕业证接力教育研究生院学位证书,一比一办理-RGSOE毕业证接力教育研究生院毕业证,最便宜办理RGSOE毕业证书,RGSOE毕业证和学位证办理流程,RGSOE毕业证在线制作接力教育研究生院文凭证书,RGSOE毕业证成绩单原版定制,网络在线办理RGSOE毕业证文凭学历证书,RGSOE毕业证最安全办理办法,购买RGSOE毕业证和学位证认证步骤

【V信83113305】：The University of Newcastle (UON), Australia, stands as a prominent institution renowned for its commitment to innovation and equity. Located in the vibrant city of Newcastle, NSW, its impact extends across multiple campuses, including the significant presence in Singapore. UON is distinguished by its world-class research, particularly in medicine, engineering, energy, and the environment, often delivering practical solutions to global challenges. Consistently ranked among the world's top universities, it offers a comprehensive range of undergraduate and postgraduate programs designed to equip students for future success. The university fosters a dynamic, supportive learning environment and boasts strong industry connections, ensuring graduates are highly employable. With a beautiful central campus and a diverse, inclusive community, the University of Newcastle provides an exceptional educational experience that extends far beyond the classroom.，100%加急制作-UoN毕业证学校原版一样, 纽卡斯尔大学挂科了怎么办？The University of Newcastle毕业证成绩单专业服务, 澳洲大学毕业证定制, 网络快速办理UoN毕业证成绩单, 留学生买毕业证UoN毕业证文凭成绩单办理, 加急定制-UoN学位证纽卡斯尔大学毕业证书, 办理澳洲纽卡斯尔大学毕业证The University of Newcastle文凭版本, 纽卡斯尔大学电子版毕业证与澳洲The University of Newcastle学位证书纸质版价格

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【V信83113305】：The John Jay College of Criminal Justice, a senior college of the City University of New York (CUNY), stands as a unique and prestigious institution dedicated to the study of justice in its many forms. Founded in 1964, it bears the name of America's first Chief Justice and is renowned globally for its innovative curricula in criminal justice, forensic psychology, criminology, and public safety. More than just a training ground for law enforcement, John Jay cultivates critical thinkers committed to the principles of fairness, equity, and social justice. Its diverse student body and faculty engage in vital research that addresses contemporary urban challenges, from human rights to police science. The college’s mission extends beyond the classroom, striving to educate for justice and to inspire a lifelong pursuit of a more just world.，【V信83113305】纽约市立大学约翰杰伊刑事司法学院文凭TCUONYJJCOCJ毕业证学历认证方法,原版TCUONYJJCOCJ毕业证最佳办理流程,学历文凭认证TCUONYJJCOCJ毕业证-纽约市立大学约翰杰伊刑事司法学院毕业证如何办理,100%学历TCUONYJJCOCJ毕业证成绩单制作,硕士文凭定制TCUONYJJCOCJ毕业证书,100%办理TCUONYJJCOCJ毕业证书,网上办理TCUONYJJCOCJ毕业证书流程,网络办理TCUONYJJCOCJ毕业证官方成绩单学历认证,TCUONYJJCOCJ毕业证最快且放心办理渠道,TCUONYJJCOCJ毕业证本科学历办理方法