Addressing Education Equity requires a holistic approach to learning that takes into account students’ personal and social circumstances. It also involves examining the policies and practices that govern the educational system.
Achieving equity means that children from marginalized groups should achieve similar learning outcomes to those of other social groups. To do this, schools need to focus on the following areas:
Individualized Learning Plans
Students have different educational needs. They have different levels of knowledge based on what they’ve learned in the past and what they’ve been exposed to outside of school, as well as their own abilities to retain that information in what cognitive scientists call working memory. They also have different strengths and weaknesses that will impact their learning. Students who are able to relate the material to their own experiences will be more motivated and able to absorb it. This is why personalized learning is so important.
The individualized learning plan, or ILP, is an educational tool that allows teachers to customize their teaching approaches for each student. Students’ learning styles, strengths and weaknesses, and interests are taken into account in the planning process to create a personalized educational journey. This is a departure from the one-size-fits-all approach that pervades many classrooms and has been found to be ineffective for most students.
In addition, the ILP is a way for teachers to document students’ educational journeys and progress over time. The ILP enables students to visualize their progress in meaningful ways, and it helps them take responsibility for their own academic outcomes. Ultimately, this is the key to motivation: when students have a personal connection to what they’re learning, they’re more likely to follow through on their plans and achieve their goals.
Creating an ILP doesn’t have to be a complicated or time-consuming process. Teachers can identify their students’ academic standing, and they can work together to develop SMART goals (specific, measurable, attainable, realistic, and time-based). Students should be a part of the process as well, so they feel invested in their educational journey and they are empowered to take control of their future.
Sometimes, students with learning disabilities aren’t diagnosed properly, and they don’t receive the support that they need to succeed in a regular classroom. Teachers can help by using the ILP process to recognize these challenges and tailor their classrooms accordingly. It’s the best way to ensure that every student has an opportunity to succeed in the classroom, no matter their unique challenges.
Supporting Students with Learning Disabilities
Students with learning disabilities need teachers who understand their unique needs and can provide them with the extra help they require. This can mean giving them more time to complete assignments, tailoring lesson plans to fit their abilities, and offering them extra resources that will help them succeed in school. When students are given the support they need to learn, it allows them to reach their full potential and contribute to society in a positive way.
Working toward educational equity starts with acknowledging that many of the barriers to student achievement are structural rather than individual, implying that there are broader issues at play in the education system. These issues include inequitable funding, which can lead to inadequate or underqualified teachers; a lack of educational resources, such as textbooks; insufficient classroom space and access to technology; and a disproportionate number of low-performing schools.
Another challenge is addressing the relationship between socioeconomic status and academic achievement. Some researchers have criticized the use of the term “achievement gap,” as it reinforces the idea that students from low-income backgrounds are less capable than those from wealthier families. Other researchers have tried to dismantle persistent achievement inequalities by addressing the root causes of those inequalities, including poverty and housing insecurity, food insecurity and lack of health care, lack of access to education and employment opportunities, and discrimination and oppression.
Some of the strategies educators can employ to address educational inequity are changing how they think about the problem, promoting social justice, and supporting diversity. This can be done through developing an asset-based approach, which focuses on identifying the strengths that different demographic groups possess. It also encourages communities to work together to support each other.
Finally, fostering a culture of empathy and understanding amongst all people is an important strategy for working toward educational equity. This can be achieved by incorporating culturally responsive instruction into the curriculum and by teaching about diverse histories, cultures, and experiences. When students are able to appreciate differences in others, they will be more likely to show compassion and kindness as adults.
Creating a Safe and Supportive Environment
Students who learn in safe and supportive environments are more likely to be able to succeed academically. This is especially true for students who are living in poverty or from disadvantaged backgrounds, as well as those with special educational needs such as mental health challenges and learning disabilities. Teachers who are committed to equity can help create these conditions by ensuring their students have access to the resources and opportunities they need to thrive in school.
A commitment to education equity requires a holistic approach that includes the social, physical, and emotional needs of all students. This means ensuring that students have access to high-quality instruction, culturally relevant curricula, and classroom management techniques that take into account the community, culture, and experiences that each student brings with them. It also means ensuring that each student has the opportunity to build healthy relationships with their peers and adults.
One of the most challenging aspects of achieving education equity is recognizing what barriers are keeping students from reaching their full potential in the classroom. These barriers can be a result of personal and family circumstances, or they could be due to broader systemic issues that are contributing to inequality in schools. Teachers are key to identifying and addressing these problems by alerting administration and making sure that they are aware of the obstacles that their students are facing.
It is also important for educators to be aware of their own biases and how they can impact the students they teach. This is especially important for teachers who work in schools with a history of structural inequity, where the achievement gap has been exacerbated by racial and socioeconomic disparities. Teachers should be mindful of their own implicit and explicit biases when interacting with students, as they may unintentionally reinforce oppressive structures in the classroom.
This can be seen in the way that students of color and those with learning disabilities are punished at disproportionately higher rates than their white peers for similar behavior, resulting in long-term repercussions for their academic success. It can also be seen in the way that students from urban areas are treated differently from those from rural communities, or how affluent students are treated differently from their low-income counterparts. These inequities need to be addressed at the state and local level, with an emphasis on ensuring that every student has access to an optimal learning environment.
Creating an Effective Learning Environment
Equity is a broad term that encompasses all aspects of education, from classroom environments to learning opportunities. It aims to make sure that all students receive an education that will give them the skills and knowledge they need to live a productive life and contribute to society. Achieving educational equity requires educators to rework systems of learning that are currently in place at the school and district levels, with specific attention to culturally responsive teaching and inclusion. This is particularly important for educators who work with marginalized students, such as low-income students, minorities, ELLs, and disabled students.
Educators who are working toward equitable education are cognizant of their implicit and explicit biases and understand that these can prevent them from creating a fair and just learning environment. They also recognize that inequity in education is the result of the disparities in access to resources and opportunities caused by societal and structural inequalities. Educators who are working toward equity are committed to dismantling inequitable practices and policies, providing teachers with resources to support their students, and creating a learning environment that is diverse and inclusive.
Equitable education means that students are given the resources they need to perform at a level that will allow them to succeed in college, in the workforce, and in their communities. This also includes addressing barriers to student achievement such as social inequalities, poverty, discrimination, and inadequate funding for schools.
To achieve equitable education, students need access to high-quality, effective teachers who are able to provide rigorous individualized instruction with high expectations. They also need access to the appropriate educational tools, technology, and programs to help them thrive in the classroom. Moreover, they need regular reassessments of their academic progress and the opportunity to take advantage of learning supports such as tutoring and supplemental classes.
Lastly, students need an environment that is safe and secure where they can feel comfortable. In addition, they need a teacher who will take the time to listen to their concerns and answer their questions. This creates a positive atmosphere that is conducive to learning, and it makes the student more comfortable and willing to participate in classroom activities.
