Diversity, Equity and Inclusion

The School District of Superior is committed to the success of every student in each of our schools.

The mission of the School District of Superior is to ensure all students have the knowledge and skills for

living, learning, and working successfully. We believe that every student must have access to the resources

and educational rigor they need at the right moment in their education, across race, gender, ethnicity,

language, ability, sexual orientation, family background, and/or family income.

In Superior, all means all...every student, every day!

The School District of Superior is.....

Students with Disabilities: 16.28%

Economically Disadvantaged: 49.9%

English Language Learners: .31%

*2021-22 School Year

In light of this mission and our beliefs, the District’s historic, persistent achievement gap between White students and Black, Indigenous, and students of color is unacceptable. While efforts have been made to address the inequities between White students and Black, Indigenous, and students of color, these efforts have been largely unsuccessful. We recognize there are other student groups who have not reached their achievement potential. However, closing this achievement gap while raising achievement for all students is the top priority of the Board of Education, the District Administrator, and all staff. Race must cease to be a predictor of student achievement and success.

The concept of educational equity goes beyond formal equality—where all students are treated the same—to fostering a barrier-free environment where all students, regardless of their race, have the opportunity to benefit equally. Educational equity benefits all students and our entire community. Students of all races shall graduate from the School District of Superior ready to succeed in a racially and culturally diverse local, national, and global community.

The School District of Superior commits to:

  • Acknowledging racial and cultural biases and eliminating institutional structures and practices that affect student learning and achievement.

  • Recruiting, hiring, and retaining a diverse staff that more closely reflects the school community.

  • Honoring and building on the strengths and assets of each and every student.

  • Recognizing that each student's needs are each individual staff member’s responsibility.

  • Identifying and removing barriers in our current policies, procedures, systems, or practices that limit opportunities for our students.

  • Understanding that all students may need different things to succeed, but ALL students can succeed.

  • Providing students and staff with resources, opportunity and support needed for success.

  • Identifying and providing equal opportunities for students to demonstrate learning.

  • Ensuring ALL students must have options when they graduate. We must provide students with what they need to be able to choose the option that they want and will not pre-determine their choices/path for them.

  • Ensuring all staff members, with deliberate effort, continue to examine and eliminate institutional beliefs, policies, practices and teaching to perpetuate racial disparities in achievement. It must be a non-negotiable if you work here that you are supportive of ALL students.

  • Recognizing, including, and respecting our sovereign tribal partners and all indigenous students, families, and staff in our community. We acknowledge that the School District of Superior is located on the traditional, ancestral, and contemporary lands of both the Anishinaabe people and the Dakota people. We have a moral responsibility as educators to critically reflect on the histories of dispossession, forced removal, and cultural erasure that are a part of this institution.

Equity Audit

During the 2021-22 school year, the Superior School District hired an outside agency to conduct an equity audit. This audit included a thorough review of district data and policies, surveys to families, students, and staff as well as focus groups with families, students and staff. This information, in combination with a district needs assessment, will be used to drive district-wide support and improvements.


Kari Saunders

Director of Diversity, Equity and Inclusion