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How does Socioeconomic Status affect equity?
How does Socioeconomic Status affect equity?
The Camas School District strives to create enriching learning environments where every student, with any socioeconomic status, can thrive. With the relatively homogenous demographic makeup of Camas, it could be easy to assume that issues of inequity barely exist. But using a similar approach of recognizing and increased awareness for students of different races, we can also be mindful of those from varying socioeconomic backgrounds.
Research shows that children from low-SES households and communities develop academic skills slower than children from higher SES groups (Morgan, Farkas, Hillemeier, & Maczuga, 2009). For instance, low SES in childhood is related to poor cognitive development, language, memory, socioemotional processing, and consequently poor income and health in adulthood (APA, 2019).
A large issue surrounding compassion and sensitivity toward disadvantaged students is that those a part of the majority race and socioeconomic status can become blind to the privilege they benefit from (Scharf, 2017).
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What we are learning
What we are learning
Staff are working with the Community Equity Team to create professional learning modules that help us better support students and families.
What we are doing
What we are doing
Mechanisms:
School Planning and Management Team
Student and Staff Support Team
Parent/Family Team
Operations:
Comprehensive School Plans
Staff Development Plans
Monitoring and assessment
Guiding Principles:
Collaboration
Consensus decision making
No-fault problem solving
Camas School District Data
(source: Office of Superintendent of Public Instruction)Camas School District Data
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