Creating Equity And Quality

This monograph is the first in a series of reports related to the Successful Secondary Schools Study in three Canadian provinces, a study that will contribute to high student achievement outcomes for students of low socioeconomic status. This document provides a synopsis of the literature and research dealing with successful and effective schools, school improvement, and the effects of socioeconomic status on overall student learning. The particular focus is on practices in high-achieving schools with low socioeconomic status. Chapter 1 introduces the Successful Secondary Schools Study, and chapter 2 considers the literature on socioeconomic status and student achievement. Chapter 3 provides a historical view of school effectiveness, and chapter 4 considers linking school effectiveness and school improvement. The review of research shows that schools can make a difference and can help students overcome the harmful effects of socioeconomic status. School improvement is revealed as neither simple nor easy, but research shows that committed teachers, focusing on student learning, make the difference. (Contains 4 figures and 57 references.) (SLD)

Across OECD countries, almost one in every five students does not reach a basic minimum level of skills. This book presents a series of policy recommendations for education systems to help all children succeed.

★ Starred selection for CCBC's Best Books Ideal for Teachers 2023! Experienced educators Judy Halbert and Linda Kaser expand on their previous work in this all-new book for school leadership teams. Written for teams ready to get started—or keen to go deeper—this book will provoke new thinking and provide specific strategies for accelerating meaningful change. Leading Through Spirals of Inquiry walks the reader through the six stages of the Spiral of Inquiry, a proven framework to help you overcome inequality to create genuine equity and change outcomes for students; transform learning environments at both the school and district level; clarify the direction for new professional learning based on evidence from educational research as well as real-world examples of innovative practices from other schools; challenge long-held biases and assumptions guided by clarity of purpose, a growth mindset, and a stance of curiosity; effectively incorporate self-reflection and continuous improvement in your learning environments. Building on the experiences and wisdom of inquiry leaders from around the world, this book provides support for the specific issues leaders face during the process of change, as well as ways to engage in and support inquiry networks across schools, districts, and other jurisdictions.

Use the power of equity audits to help eliminate achievement gaps and educational bias! Grounded solidly in theory and the use of data, this resource provides practical, easy-to-implement strategies for effectively using equity audits to ensure a high-quality education for all students, regardless of socio-economic class. Readers will discover how to increase equity awareness at school and district levels and remedy inequalities in teacher quality, program design, and student achievement by using: A set of “inequity indicators” for evaluating schools, generating essential data, and identifying problem areas Nine skill sets for improved equity-oriented teaching Charts, graphs, and support materials that can be customized for specific settings

This book aims to make a contribution to the theory, research and practice on quality and equity in education by providing a comprehensive overview of these two dimensions of educational effectiveness and proposing a methodological instrument that may be used to measure the contribution that each school can make to promoting equity. The importance of using this instrument is demonstrated by analysing results of various effectiveness studies conducted over the last decade. The book draws upon research across the world, especially research conducted in the Europe, the United States, and Australasia. It is shown that promoting equity has no negative effect on the promotion of quality. The importance of using this methodological instrument to identify factors that promote both quality and equity at different educational levels (i.e. teacher, school and educational system) is stressed. The book also demonstrates how we can measure stability and changes in the effectiveness status of schools over time in terms of fostering quality and equity. In addition it underlines the importance of identifying factors measuring changes in the effectiveness status of schools in terms of equity and points to the alternative strategies that can be used at school and system level. In our attempt to encourage the further development and use of this methodology for school improvement purposes, we demonstrate how experimental studies can be conducted to discover whether and under which conditions the proposed methodology can help schools promote both quality and equity. Finally, implications for school evaluation, research, educational policy and practice are drawn. In this way, the book contributes significantly to the debate on how quality and equity can be achieved and encourages policy-makers and practitioners not to view these two dimensions of effectiveness as being in competition with each other but as constituting the major objectives of any reform policy and/or improvement effort at school and/or national levels.

"Our calling is to drop our egos, commit to removing barriers, and treat our learners with the unequivocal respect and dignity they deserve." --Mirko Chardin and Katie Novak When it comes to the hard work of reconstructing our schools into places where every student has the opportunity to succeed, Mirko Chardin and Katie Novak are absolutely convinced that teachers should serve as our primary architects. And by "teachers" they mean legions of teachers working in close collaboration. After all, it’s teachers who design students’ learning experiences, who build student relationships . . . who ultimately have the power to change the trajectory of our students’ lives. Equity by Design is intended to serve as a blueprint for teachers to alter the all-too-predictable outcomes for our historically under-served students. A first of its kind resource, the book makes the critical link between social justice and Universal Design for Learning (UDL) so that we can equip students (and teachers, too) with the will, skill, and collective capacity to enact positive change. Inside you’ll find: Concrete strategies for designing and delivering a culturally responsive, sustainable, and equitable framework for all students Rich examples, case studies, and implementation spotlights of educators, students (including Parkland survivors), and programs that have embraced a social justice imperative Evidence-based application of best practices for UDL to create more inclusive and equitable classrooms A flexible format to facilitate use with individual teachers, teacher teams, and as the basis for whole-school implementation "Every student," Mirko and Katie insist, "deserves the opportunity to be successful regardless of their zip code, the color of their skin, the language they speak, their sexual and/or gender identity, and whether or not they have a disability." Consider Equity by Design a critical first step forward in providing that all-important opportunity. Also From Corwin: Hammond/Culturally Responsive Teaching & the Brain: 9781483308012 Moore/The Guide for White Women Who Teach Black Boys: 9781506351681 France/Reclaiming Professional Learning: 9781544360669

Educators must both respond to the impact of trauma, and prevent trauma at school. Trauma-informed initiatives tend to focus on the challenging behaviors of students and ascribe them to circumstances that students are facing outside of school. This approach ignores the reality that inequity itself causes trauma, and that schools often heighten inequities when implementing trauma-informed practices that are not based in educational equity. In this fresh look at trauma-informed practice, Alex Shevrin Venet urges educators to shift equity to the center as they consider policies and professional development. Using a framework of six principles for equity-centered trauma-informed education, Venet offers practical action steps that teachers and school leaders can take from any starting point, using the resources and influence at their disposal to make shifts in practice, pedagogy, and policy. Overthrowing inequitable systems is a process, not an overnight change. But transformation is possible when educators work together, and teachers can do more than they realize from within their own classrooms.