Barriers and Supports to Equity
"When teachers and principals are asked to describe what equity in education means to them, their comments center on themes around the access to resources and opportunities that each individual student needs to be successful" (Scholastic, 2019, para. 1).
Think about your site. List some of the biases and barriers students may face that affect their academic performance.
Reflect on the video to the left about barriers to inclusive education. Think about the ways that some restrictions would be possible to overcome.
What are the ways to overcome equity barriers?
Curtis Linton in "The Equity Framework" described equity from the position of three domains: culture, practice and leadership. "To affect academic success for all students, equitable culture sets the stage for engagement and learning while working in trifecta with focused instructional leadership and effective teaching practice. Combined together, equitable leadership, culture, and practice can create a powerful school environment focused on high achievement for all students"(Linton & Davis, 2013, p. 1).
The framework shows that change must occur in the culture of the school, in instructional practices, and in leadership so that all emphasize authentic and respectful relationships that embrace diversity; relevancy in the form of curricula that connect to students lives, interests, and needs; high performance expectations for faculty, staff, and students; and rigorous learning for faculty and students.
Organization for Economic Cooperation and Development (2008) lists three components for more equitable school environments, such as educational system design, practices, and resources. It echoes with Linton's systematic leadership and practice components.
"A fair and inclusive system that makes the advantages of education available to all is one of the most powerful levers to make society more equitable. Three key policy areas can affect equity in education: the design of education systems, practices in and out of school, and how resources are allocated. The OECD has developed ten practical steps that governments can take in these three areas to enhance equity in education" (Organisation for Economic Co-Operation and Development [OECD], 2008).
The OECD has recommended ten steps which would reduce school failure and dropout rates, make society fairer and avoid the large social costs of marginalized adults with few basic skills.
Design
Limit early tracking and streaming and postpone academic selection.
Manage school choice so as to contain the risks to equity.
In upper secondary education, provide attractive alternatives, remove dead ends and prevent dropout.
Offer second chances to gain from education.
Practices
Identify and provide systematic help to those who fall behind at school and reduce year repetition.
Strengthen the links between school and home to help disadvantaged parents help their children to learn.
Respond to diversity and provide for the successful inclusion of migrants and minorities within mainstream education.
Resources
Provide strong education for all, giving priority to early childhood provision and basic schooling.
Direct resources to the students with the greatest needs.
Set concrete targets for more equity, particularly related to low school attainment and dropouts.