While equity is the goal that everyone in education can support, a clear definition is important to clarify what is meant by educational equity and the clearly differentiate equity from equality. Equality is the state of being the same or uniform. Equality does not address specific needs of all groups of students. Equity takes existing inequalities into account to ensure that all students are afforded the opportunities and resources needed to achieve success. The Equity of Effort Framework by Donna Elam addresses every aspect of the educational system from policies to practice.

Elam's Equity of Effort, aligns classroom practices of equity into 5 dimensions 5 dimensions: Design and implement an inclusive curriculum, employ effective questioning techniques, involve students in assessment, create a positive educational climate and environment, and ensure rigor for all students.

Inclusive Curriculum:

1. Use a variety of aids.

2. Use language from students' heritage.

3. Use students' real life experiences to connect to learning.

4. Seek multiple perspectives.

Effective Questioning:

1. Use probing and clarifying techniques to encourage deeper thinking.

2. Use wait time.

3. Ask  higher order questions equitably of high and low achieving students.

4.  Use multiple approaches to consistently monitor students' understandings of instruction.

Involve Students in Assessments:

1. Provide students with the learning target and the criteria for successful task completion.

2. Identify students' current knowledge before instruction.

3. Provide students with effective and specific oral and written feedback that guides improved performance.

4. Provide students with multiple opportunities to use effective feedback to revise and resubmit work for evaluation.

5. Ask students for feedback on the effectiveness of instruction.

Positive Educational Climate:

1. Welcome students by name as they enter the classroom.

2. Ensure instructional materials (bulletin boards, textbooks, displays, and other visuals) reflect cultural backgrounds of the students.

3. Build relationships with students to seek an understanding of who they are as learners.

4. Use body language and non-verbal communication to convey that students questions are important.

5. Use proximity with all students.

6. Arrange classroom to accommodate discussion.

Ensure Rigor for all Students:

1. Expect students to learn at high levels.

2. Support students to learn at high levels.

3. Ensure that students demonstrate learning at high levels.