Smiling Students of All Races

Educational Equity

Home > Our Work > Educational Equity
Centre Beam Balance Scale Graphic

Equity, excellence, opportunity to learn, and social justice are at the heart of everything we do at MAEC. Over the past 25 years, we have operated many projects directed towards these goals. We are the long-time home of a regional technical assistance center funded by the U.S. Department of Education. The federal equity assistance centers were created to serve state departments of education, districts, and schools and help them address issues relating to race, gender, religion, and national origin (English Learners). As of 2016, MAEC’s region now encompasses 15 states and territories. Designated as Region I, the Center for Education Equity (CEE) at MAEC reaches Connecticut, Delaware, Kentucky, Maine, Maryland, Massachusetts, New Hampshire, New Jersey, New York, Pennsylvania, Puerto Rico, Rhode Island, Vermont, Virgin Islands, and West Virginia. MAEC also supports the Region II equity assistance center which stretches across the South.

We strongly believe that every student matters and should be afforded the opportunities, resources, and supports necessary to succeed. To achieve educational equity, efforts must be intentional, accountable, and contextual. This goal requires an examination of systemic policies and practices, school climate, student access to support for rigorous curriculum, and teaching and learning. MAEC facilitates this process by reviewing the cultural, structural, and material dimensions necessary for making transformational change. We provide technical assistance, professional learning, and tools necessary to operationalize equity into practice.

Share

Community Resource Mapping – Educational Equity

MAEC uses a strengths-based approach for asset mapping, since often the best solutions come from within the communities in which our districts/schools reside. These key stakeholders include districts, schools, communities, and families all who are seeking to increase student achievement. To this end, MAEC conducts community walks and community resource mapping to identify potential partners and allies for effective and efficient delivery of services. This process includes attention to alignment between district and school needs and priorities so together partners can build the social and human capital that will help students and staff thrive.

Comprehensive Needs Assessment – Educational Equity

Beginning with a disaggregated data analysis of student achievement, student discipline, and school climate, MAEC is able to effectively determine client strengths and areas of need. This collaborative inquiry approach enables MAEC to examine multiple sources of data. Using a culturally responsive and equity framework, further creates opportunities to develop operational action plans to tackle complex challenges that pose barriers to gains in student achievement.

Culturally Responsive Family, School, and Community Engagement – Educational Equity

A family is a child’s first teacher. When families’ partner with schools and community organizations, children thrive. To produce the best results for students, MAEC builds the capacity of families, educators, schools, and community organizations to collaborate, exchange ideas, and develop and implement policies and action plans. We build on the collaborative strengths of families, educators, and community members so they can each contribute to the development and success of diverse students.

Culturally Responsive Leadership – Educational Equity

Leaders set the tone and expectations of any organization. They do this by responding effectively to the diverse communities that they serve, being asset-focused, and proactive problem solvers. Culturally responsive leadership technical assistance provides a multi-dimensional framework that builds capacity of educators who are culturally informed and highly skilled in culturally responsive practice.

Advancing Capacity as Culturally Proficient Leaders

This training series is designed to advance the capacity of district leadership to embed cultural proficiency into their roles as they support staff. MAEC collaborates with  clients to examine the systemic and structural roles of cultural proficiency in school district transformation. The trainings include  the following components: Cultural Proficiency Continuum, School Leader Identity Reflection, Multicultural Education – Cultural Influence on Perspective, Multiple Worlds Theory, Historical, Societal, and Political Contextualization, Cultural Responsive Leadership Norms, Essential Elements of Cultural Proficiency, Building Positive School Culture and Climate, and Culture and Climate Self Study.

Culturally Responsive Discipline Models and Practice

Creating a positive school and classroom culture is essential to reducing disruptive behaviors that lead to referrals and suspensions.  Culturally Responsive Discipline Models and Practice guides educators through the exploration and analysis of discipline models, continuum of interventions and supports, and the creation of equity centered student codes of conduct. The trainings include the following components: School Climate and Culture, PBIS vs. CRPBIS, School Climate Survey Samples, Student Codes of Conduct Models, Root Cause Analysis, and Reducing Disproportionality.

Culturally Responsive Teaching and Learning

This series of training is intended for school-based educators to explore the impact that identity and context have on teaching and learning; build an understanding of educational access, participation, and outcomes as they relate to issues of power and privilege; and apply new knowledge to begin planning for culturally responsive practice implementation. The trainings include the following components: Opportunity Gaps, Disproportionality, Exploring Personal Identity, Perceptions about Students and Learning, Structural Racism vs. Poverty, Cultural Context, Data Analysis and Decision-Making, and Asset-based Approach to Teaching and Learning.

Ensuring Educational Equity for English Learners

Under Title VI and Title III of the Civil Rights Act of 1964, school districts are prohibited from discriminating on the basis of race, color, and national origin. This training highlights the requirements surrounding the provision of services for ELs with an emphasis on the identification, placement, provision of alternative program for ELs, access to challenging content, and assessment. In addition, the training addresses the legal rights of parents/guardians.

Evolving as Culturally Responsive Educators

This training series is intended to advance participants’ growth as culturally competent educators and leaders. The trainings include the following components: Cultural Proficiency Continuum, School Educator Identity Reflection, Cultural Influence on Perspective, Habits of Mind, Elements of Cultural Identity, Essential Elements of Cultural Proficiency, and Multicultural Education – Cultural Influence on Perspective.

Title IX , Anti-Bullying and Sexual Harassment Compliance for School Districts and Schools

This training provides an overview of Title IX requirements and will prepare participants to respond to incidents of harassment and bullying with proactive, timely, and culturally responsive practices, ensuring employee and students’ rights.

Helping English Learners Achieve the Common Core in Delaware, District of Columbia, and West Virginia

The Mid-Atlantic Equity Center has partnered with the Mid-Atlantic Comprehensive Center at WestEd to co-host a Title III State Coordinators Community of Practice to increase English Learner achievement in the Common Core State Standards. The purpose of the convening is to provide Title III State Coordinators with:

  • A professional network of job-alikes across the region to share best practices, research, and tools to improve the delivery of services to local education agencies to serve English Learners and their families;
  • Increased  capacity to provide technical assistance to local education agencies in establishing cooperative and collaborative coaching opportunities between general content teachers and ESOL teachers; and
  • Professional learning opportunities provided by leading national and regional experts on English Language Acquisition, Academic Language Development, and Co-Teaching Models for General Education/ESOL Teachers.

¡Adelante! Moving Forward!

A Guide to Empower Parents of English Learners to Advocate for their Children A joint project of MAEC & the Lawyers’ Committee for Civil Rights Under Law Adelante cover imageIn 2010, approximately five million students in the United States were identified as English Learners (ELs). These students have different levels of English proficiency and number of years of formal education. While this growing number of ELs represents a considerable challenge, it is the responsibility of schools to ensure that ELs have equal access to quality education that enables them to progress academically while learning English. Currently there is a substantial body of legislation, Title III of the Every Student Succeeds Act, which protects the rights of these students. Unfortunately, many parents of ELs are not aware of these laws and therefore cannot advocate for their children. ¡Adelante! Moving Forward! A Guide to Empower Parents of ELs to Advocate for their Children is designed as an informational training tool to provide trainers of immigrant parents and parent leaders with user friendly and accessible information regarding the legal responsibilities of educational agencies serving ELs and the rights of parents of ELs. View the Table of Contents for ¡Adelante! Request a free copy of this publication. [gravityform id="16" title="false" description="false"]

Post Image Achievement Gap

This piece, part of our Addressing Critical Equity Issues series, discusses the Achievement Gap and what will it take to successfully engage our Black and Latino students and eliminate the disparities in achievement.

Download: Download Achievement Gap

Post Image Addressing Religious Liberties Within Schools

Students must be free from religious bias. The issue of the appropriate role of religion in the public schools continues to be the subject of great controversy. School officials, parents, and students -- as well as lawyers and judges -- wrestle with these questions every day. Decision makers must address many competing demands. They need to balance the constitutional mandates of separation of church and state and the right to freely exercise religion, as well as freedom of speech. Religion, while complex, does not have to be divisive. School districts should set forth clear policies and practices regarding religion in the public schools that satisfy both the letter and the spirit of the First Amendment. This presentation provided an overview of the legal challenges of addressing religion in public schools and unlearning religious bias. It also provided recommendations for culturally sustaining practices to meet the needs of students from diverse religious backgrounds. Learning Outcomes:

  • Understand the implications of the First Amendment as it pertains to education and religion in public schools.
  • Balance constitutional concerns regarding religious liberty with school policies, including free exercise and religious accommodations.
  • Identify challenges faced by students from diverse religious backgrounds.
  • Identify best practices and policies for creating inclusive and safe environments for students from diverse religious backgrounds.
Presenters
  • Melissa Garlick, Northeast Civil Rights Area Counsel, Anti-Defamation League
  • Seth Gordon-Lipkin, Education Director, Washington, DC Region, Anti-Defamation League
  • Dr. Muhammad Khalifa, Associate Professor, Organizational Leadership, Policy and Development; Co-Director, UCEA Program Center for the Study of Leadership in Urban Education, University of Minnesota
Download Addressing Religious Liberties within Schools (PDF) View the online recorded presentation

Post Image Addressing the Needs of the Whole Child: Inter-Agency and Community Collaborations for Student Success

Part of MAEC’s Boosting Success for 21st Century Learners Webinar Series, this webinar introduces participants to two innovative programs that link schools and communities together to meet the growing needs of families, children, and youth so all can thrive. This session was originally held on November 19, 2013 Presenters:

  • Carolyn Camacho, Site Coordinator, Identity at Watkins Mill High School Wellness Center (MD)
  • Luis Cardona, Youth Violence Prevention Coordinator, Positive Youth Initiative, Montgomery County (MD)  Department of Health and Human Services
  • Christian Rhodes, Education Policy Advisor, Office of the County Executive (MD)
  • Corey Smedley, Assistant Chief S/A to DCAO for Public Safety, Prince George's County Government (MD)
Description: As families and schools face challenging economic times, finding innovative ways to form inter-agency and community collaborations is key to supporting student success. This webinar highlights two innovative programs that link schools and communities together to meet the growing needs of families, children, and youth so all can thrive. The first program is the Transforming Neighborhoods Initiative (TNI). Christian Rhodes and Corey Smedley will describe how TNI focuses on providing coordinated economic, health, public safety, and educational services to six neighborhoods in Prince George's County, MD. The second program is the Wellness Centers in Montgomery County Public Schools, MD. Luis Cardona and Carolyn Camacho explain how the Wellness Centers work with children and their families in the school community to reach their full potential by offering coordinated medical care, preventive and psychosocial services, quality counseling, positive youth development, and health education, in a culturally sensitive and confidential manner. Learning Outcomes:
  • Gain an understanding of how inter-agency and community-based collaborations with districts/schools can increase students' achievement and well-being;
  • Learn about two innovative Maryland programs: the Transforming Neighborhoods Initiative from Prince George's County and the Wellness Center Program in Montgomery County; and
  • Develop an understanding of common barriers to this work and conditions/resources needed for success.
Download:

Post Image Assessing and Enhancing School Climate and Culture

Part of MAEC’s Boosting Success for 21st Century Learners Webinar Series, this webinar provides participants with an overview of research concerning school climate and connectedness, tools to assess current school climate, and resources to create and maintain a positive school climate. This session was originally held on September 25, 2012. Presenter:  Michelle Nutter, Safe and Supportive Schools Manager, Pennsylvania Center for Safe Schools; Pennsylvania State Equity Coordinator, The Mid-Atlantic Equity Center Description: As schools face increasing pressure to ensure the academic success of all students, these efforts must be guided by a greater emphasis on student connectedness.  In order to perform academically, students must feel safe, respected and connected to the adults and other students in their school.  By focusing on creating a positive, welcoming school climate, schools stress the importance of belonging.  By enhancing students’ connectedness to schools, students are more likely to stay in school and be engaged in their education. Learning Outcomes

  • Participants will recognize the important connection between school climate and academic achievement.
  • Participants will understand the difference between school climate and school culture.
  • Participants will identify ways to increase student connectedness.
Download:

Post Image Bio-Social-Emotional Needs of Immigrant Students, with a Focus on Central Americans

Part of CEE’s Exploring Equity Issues series, this paper discusses social and emotional learning (SEL) and the special challenges faced by immigrant students in this area. For immigrant students, the challenge of SEL is compounded by their simultaneous navigation of social and academic displacement, trauma, and family reunification. The paper concludes with both school-wide and teacher strategies that respond to immigrant student needs.  

Bio-Social-Emotional Needs of Immigrant Students, with a Focus on Central Americans

Written by Beth Hood, LCSW-C ESOL Intervention Specialist, High Point High School, Beltsville, MD

Background

Social and emotional learning (SEL) is the process by which individuals learn to understand and manage their emotions, maintain positive relationships, and make responsible decisions. For immigrant students, this process holds additional challenges, as they learn these skills while also navigating complex emotional reactions to social and academic displacement, trauma, and family reunification. “I am from El Salvador. My uncle, brother and I decided to come to the U.S. because the gangs were threatening us. One of my friends was killed. On the way here we were kidnapped in Mexico and held for three months until a ransom was sent. There was another man with us who had all five of his fingers on one hand cut off by the kidnappers, and then they stabbed him to death right in front of my brother and I. Once we got to the border, we were caught by ICE and my uncle was sent back home. I saw a counselor when I first got here, and now I don’t have nightmares anymore.”

HISTORY OF IMMIGRATION AND CURRENT TRENDS

Immigration to the United States from Central America has long been driven by economic difficulties and violence. In the last four decades, these countries have experienced civil wars, crippling poverty, increased gang violence and narco-trafficking, and disintegration of civil structures. According to World Atlas statistics, since 2014 El Salvador and Honduras have been named as countries with the highest murder rates that are not at war. Children are either targeted for recruitment into an expansive network of gang activity or are living under their threat. Consequently, the flow of children entering the United States has increased as they seek safety. These children do not have refugee status, but rather must independently find and fund legal counsel. Without such assistance, they risk being deported to the countries they fled. From the years 2013-2015, the Migration Policy Institute reported a spike in Central American unaccompanied minors crossing the Mexican border into the United States, totaling 77,000 during this period. High Point High School in Prince George’s County, Maryland, currently has the largest numbers of ESOL students in the state. The total 2017-2018 ESOL enrollment thus far has topped 1,200 students. With increased anxiety over changing immigration policies, ESOL students are withdrawing or transferring to other schools at unseen rates; over 400 ESOL students have withdrawn from High Point this academic year. Students report that they are receiving deportation and voluntary departure notices, are re-locating to more affordable housing, or are choosing to work in order to prepare for a return to their home country, in spite of the safety risks.

BIO-SOCIAL-EMOTIONAL NEEDS

Newcomer immigrant students place particular demands on school staff, not only for specialized instructional interventions, but for social and mental health supports as well. Improving instruction requires awareness of intercultural communication and appropriate responses to students exposed to trauma, family loss, uncertain legal future, and cultural adjustment. Immigrant children are more likely to face numerous risks to healthy development (Close & Solberg, 2008). Biological needs to consider include access to health care and immunizations, interruption of eating/sleeping patterns, pre-existing health conditions, and the impact of chronic stress and trauma on the body. Limited exposure to sun and physical exercise also take their toll on newcomer immigrants from countries where most of their daily life took place outdoors. Social needs for belonging within their academic community cannot be overstated. A study of Latino students in the United States confirmed that students who felt more connected with their teachers and their school were also more motivated to attend school, which was in turn associated with better achievement (Close and Solberg, 2008). Newcomer students need opportunities to build relationships with their new peers, experience success in their new language and school, and begin the long task of attachment at home with biological parents or caretakers who may be virtual strangers. Newcomer students also need assistance with acculturation and orientation regarding school procedures, U.S. education norms, legal requirements such as attendance and immunization, and community resource information on low-cost health care and legal services. The students need an opportunity to understand that their culture shock, adjustment, and challenging relationships with unfamiliar family members in the context of time – that their current emotional state, be it stress, depression or anger, is temporary. In 2016, High Point conducted an anonymous survey of 294 newcomer students from Central America to help understand the scope of their social-emotional needs. Responses revealed that 52% had experienced gang/community violence in their home countries or on their journey to the United States, 35% had interrupted education, 45% had a loved one die in the previous year, 37% reported experiencing insomnia or nightmares regularly, and 79% reported a need for legal counseling. As trauma research has documented, children who have experienced trauma, fear, separation from family, and isolation are subject to a variety of psychological stressors and mental health challenges. Studies have shown some develop anxiety, depression, post-traumatic stress disorder (PTSD), or other conditions. Once in the United States, these students continue to worry about family members and friends who remain in their country; family members become ill, friends are murdered, relatives disappear. Trauma can cause interrupted sleep, poor concentration, anger/aggression, physical pain and/or social withdrawal. Trauma also can interfere with attention, memory, and cognition – all skills that are fundamental in learning.

What Can We Do?

SCHOOL-WIDE INTERVENTIONS

Provide staff training on behaviors to watch for. School-wide interventions begin with training staff so educators are familiar with the geo-political causes of immigration, and the impacts of trauma. Staff training is necessary in order to understand and interpret behaviors a student may exhibit during their adjustment period – be it silence, disorganization, or disengagement. Provide immigrant students with specialized orientation. School staff can also provide a sense of safety to students and facilitate mastery of their new surroundings through teaching expectations and routines with visual reminders, supporting a culture of respect, and correcting with warm firmness. Bilingual orientation guides help with the task of mastery. These guides may include: a map of the school; information on community resources; important staff to know; websites and apps that can support English language learning; school procedures regarding code of conduct, absences, library use, and inclement weather policies; tips for managing culture shock; and strategies for building trust with new family members. Bilingual social work and family support staff are vital. School staff must also help newcomer students be aware of gang activity. Unaccompanied minors in particular are at an increased risk for recruitment either at school or in their communities. Students need to know the methods for recruitment (intimidation, skipping parties, drug trafficking), refusal techniques, and school staff who can support them.

TEACHER INTERVENTIONS

As teachers, we can draw on the research and interventions for trauma-informed and trauma-sensitive learning environments to respond to immigrant student needs. Marlene Wong of the Support for Students Exposed to Trauma program has designed school-based curriculum to support school-wide understanding and interventions to mitigate the impact of past trauma. All the best instructional techniques we have will depend on the student’s availability to engage with and learn from us. This need to belong has long been recognized as one of the most important psychological needs in humans (Maslow, 1943). Hence, our most essential tool in engaging with all youth, especially youth with traumatic histories, is ourselves – our warm, caring, dependable, steady, relational, limit-setting selves. As educators and support staff, we provide this necessary positive mirroring and a belief that students’ resilience is stronger than their challenges. Use mindfulness techniques in the classroom. Resiliency and post-trauma growth research emphasizes the need for students to learn emotional regulation, how to relate positively to others, and how to reason through challenges. Mindfulness techniques and grounding exercises can help students by teaching an awareness of their body and their mind in the present moment. Using five minutes of class on a routine bases for check-ins related to self-awareness (emotional state, physical and cognitive energy), deep breathing techniques, guided meditation, and simple movements to stimulate or calm the brain are all skills that students can learn in order to regulate their mind and body. These exercises can change the energy of the student and the energy in the classroom. Engage in classroom community building. The circle process is another method for strengthening classroom community and enhancing self-efficacy. Using one or two prompts and inviting students to respond provides an opportunity to build connections and normalize their experiences of adjustment. In addition, invite older student leaders who have lived through similar experiences, to share their challenges and successes with newcomer students. Given the changes in immigration policies specifically towards Central American students and families, we are likely to see an increase in anxiety-related and depressive behaviors. This could be manifested by poor attendance, self-harm and suicidal ideation, increased drug use, and dropping out of school. As caring educators, we need to know the daily realities of our students and how we can best address their needs, to support what they most desire – a safe and better life for themselves and their families. RESOURCES   REFERENCES Blaustein, M., & Kinniburgh, K. M. (2010). Treating traumatic stress in children and adolescents: How to foster resilience through attachment, self-regulation, and competency. New York: Guilford Press. Boyes-Watson, C., & Pranis, K. (2015). Circle forward: Building a restorative school community. St. Paul, MN: Living Justice Press. Close, W., & Solberg, S. (2008). Predicting achievement, distress, and retention among lower-income Latino youth. Journal of Vocational Behavior, 72(1), 31-42. doi:10.1016/j.jvb.2007.08.007 Eccles, J. S., & Roeser, R. W. (2011). Schools as Developmental Contexts During Adolescence. Journal of Research on Adolescence, 21(1), 225-241. doi:10.1111/j.1532-7795.2010.00725.x Maslow A. H. (1943). A theory of human motivation. Psychol. Rev., 50 370–396. \10.1037/h0054346 National Center for Education Evaluation and Regional Assistance (NCEE) home: Part of the U.S. Department of Education (ED). (n.d.). Retrieved March 21, 2018, from https://ies.ed.gov/ncee/edlabs/ Pariona, A. (2016, September 28). Murder Rate By Country. Retrieved March 21, 2018, from https://www.worldatlas.com/articles/murder-rates-by-country.html What is SEL? (n.d.). Retrieved March 21, 2018, from https://casel.org/what-is-sel/  

Download: Exploring Equity - Bio-Social-Emotional Needs of Immigrant Students

Post Image Building Relationships for Student Success

  Part of CEE’s Exploring Equity Issues series, this paper discusses the importance of building relationships with students in schools, classrooms, and out-of-time school programs. It also provides principles and practices that educators have used to build positive relationships and school cultures.

Download: Exploring Equity - Building Relationships with Students

Post Image Civil Rights in the Classroom

Part of MAEC's Boosting Success for 21st Century Learners Webinar Series, this webinar for school administrators and teachers will provide an overview of civil rights laws and issues as they pertain to the classroom, discuss their impact on student achievement and school reform, and provide participants with practical tips to apply in the classroom. Download Civil Rights in the Classroom.

Post Image Collaborative Inquiry Model: Addressing Gender Equity in Education

This piece, part of our Addressing Critical Issues series, discusses how current models of school reform and program evaluations do not sufficiently capture the practices that perpetuate gender bias.

Download: Download Collaborative Inquiry Model: Addressing Gender Equity in Education.

Post Image Collaborative Inquiry, Cultural Proficiency, and Racially Diverse Learners

This piece, part of our Addressing Critical Issues series, introduces collaborative inquiry and provides examples of how diverse groups of educators have shown the impact of using it to improve the performance of racially diverse learners.  

Download: Collaborative Inquiry, Cultural Proficiency, and Racially Diverse Learners

Post Image Creating Effective Multi-tiered Systems of Support to Meet the Academic, Social-Emotional, & Behavioral Needs of Our Students

Part of MAEC’s Boosting Success for 21st Century Learners Webinar Series, this webinar explores effective best practices for state and district-wide systems of support by providing an overview of district/school transformation leadership research, the MTSS-Maryland Framework, and case studies from DC, Cecil, Prince George's, and Worcester County Public Schools. This session was originally held on March 24, 2016. Presenters: 

Description: In order to meet the needs of every student, state departments of  education and school districts must develop multi-tiered systems of support to meet students' academic, social-emotional, and behavioral  needs. This webinar will explore effective best practices for state and district-wide systems of support by providing an overview of district/school transformation leadership research, the MTSS-Maryland Framework, and case studies from DC, Cecil, Prince George's, and Worcester County Public Schools. Download:

Post Image Criteria for an Equitable Classroom – Equity Audit

  This tool helps school leaders assess whether or not a classroom provides students with the processes and information that create a positive learning environment so students can perform at their highest level.

Download: Criteria for an Equitable Classroom

Post Image Criteria for an Equitable School – Equity Audit

  This tool helps school leaders assess whether or not the school provides the processes and information which create a positive learning environment so students and staff can perform at their highest level.

Download: Criteria for an Equitable School

Post Image Cultural Validity in Assessment

Part of MAEC’s Boosting Success for 21st Century Learners Webinar Series, this webinar shares lessons learned from research and field experiences, illustrated by apt and eye-opening examples of how the failure to consider students' contexts in designing assessments and assessment practices can result in wrong conclusions about student learning. This session was originally held on March 16, 2012. Presenters: 

  • Guillermo Solano Flores, Assoc. Professor, Bilingual Education and ESL, Univ. of Colorado Boulder
  • Elise Trumbull, Independent Consultant, Oakland, California
  • Maria del Rosario Basterra, Deputy Director, The Mid-Atlantic Equity Center
Description: Are assessments fair and valid for all students? How can we determine if assessment results are a true reflection of a student's knowledge? Presenters Basterra, Flores, and Trumbull will discuss findings and illustrate the concept of "culturally valid assessment" from their book, Cultural Validity in Assessment: Addressing Linguistic and Cultural Diversity. This approach takes into consideration students' socio-cultural backgrounds, educational experience, home language, communication style, and how they learn. Learning Outcomes. Learning Outcomes:
  • Understand the concept of cultural validity and its relevance to today's assessment
  • Recognize how cognition, language, and culture have an impact on assessment performance
  • Identify potential assessment sources of misinformation about student learning
  • Learn how to use and implement culturally valid assessments in the classroom.
Download:

Post Image Culturally Responsive Leaders

Part of CEE’s Exploring Equity Issues series, this paper examines why it is important for educators to be culturally responsive leaders in order to address the needs of their culturally and linguistically diverse learners. Using one of CEE's case studies, it highlights several preconditions necessary for achieving this and outlines the Essential Elements of Cultural Competence.        

Download: Exploring Equity - Culturally Responsive Leaders

Post Image Disproportionality, Discipline, and Race

This piece, part of our Addressing Critical Equity Issues series, discusses the racial disproportionality in discipline and provides promising practices to address it.

Download: Disproportionately, Discipline, and Race - MAEC

Post Image English Learners & Disproportionality in Special Education

This piece, part of our Addressing Critical Equity Issues series, discusses the overrepresentation of English Learners (ELs) in special education classes and provides promising practices to address it.

Download: English Learners & Disproportionality in Special Education

Post Image Ensuring a Safe and Inclusive School Environment for LGBTQ Students

How can we affirm and support LGBTQ (lesbian, gay, bisexual, transgender, questioning or queer) students and their families in schools? Although a lot of progress has been made in shifting public opinion in the last decade, LGBTQ students still face high incidents of bullying, harassment, and discrimination. What can educators do to support these students and ensure they are given every opportunity to succeed? In this webinar, hear from presenters as they share diverse perspectives and strategies on how to create safe and positive school environments to protect the civil rights and socio-emotional well-being of LGBTQ students. Learning Outcomes

  • Strategies, best practices, and policy recommendations to ensure a safe and supportive school climate regardless of a student’s sexual orientation, gender identity, or gender expression.
  • The law and how it covers LGBTQ students.
  • Resources available to administrators, educators, and families to better support the needs of LGBTQ youth to improve student learning.
Presenters
  • Neena Chaudhry, Director of Education and Senior Counsel, National Women’s Law Center
  • Deborah Bradley and Stephen Hamilton, Parents of Transgender Daughter and Parent Group Facilitators (MA)
  • Jabari Lyles, Executive Director, GLSEN Maryland
  • Christian McCormick, Transgender Student, Lafayette High School (KY)
Presented by the Center for Education Equity (CEE) at MAEC in partnership with the Intercultural Development Research Association (IDRA). Download: Ensuring a Safe and Inclusive School Environment for LGBTQ Students https://vimeo.com/236090746

Post Image Equitable Access to Higher Education

Part of CEE’s Exploring Equity Issues series, this paper discusses the inequities that exist with culturally and linguistically diverse students in regards to access to college, and to persistence and completion once enrolled. It also discusses policies and practices that can make a difference in helping our most vulnerable youth transition smoothly to college and earn a degree    

Download: Exploring Equity - Equitable Access to College

Post Image Equity Audit

Three of our Equity Audit tools combined into one file: Criteria for an Equitable School, Criteria for an Equitable Classroom, and Teacher Behaviors that Encourage Student Persistence.

Download: MAEC Equity Audit

Post Image Equity Strategies for K-12 STEM: A focus on gender, race, & computer science

Part of MAEC's Boosting Success for 21st Century Learners Webinar Series, this webinar allows participants to learn about and explore key concepts in creating equitable computer science curricula and classrooms. These research-based approaches enable educators to welcome and support underrepresented populations (e.g. girls, African Americans, Latinos/as) in learning computer science and considering computer science careers.   This session was originally held on March 16, 2015 Presenter: Melissa Koch, Senior Education Developer, SRI International and Director of Build IT, ICT4me, and InnovaTE3 Description: Why all the fuss about computer science, coding and underrepresented populations? Can we just give everyone more time learning to code? This interactive workshop allows participants to learn about and explore key concepts in creating equitable computer science curricula and classrooms. These research-based approaches enable educators to welcome and support underrepresented populations (e.g. girls, African Americans, Latinos/as) in learning computer science and considering computer science careers. Much of the workshop's content is relevant to other STEM subjects as well. Learning Outcomes: - Learn about strategies for recruiting and retaining students in computer science classrooms and encouraging students' computer science learning; and - Gain familiarity with key issues in computer science specifically and STEM in general, such as stereotype threat, role models, effort-focused mindset, collaboration, play, and social and personal connections. Equity Strategies for K12 STEM.pdf (PDF) View the online recorded presentation

Post Image Essential Approaches for Excellence & Sustainable School System Transformation

This journal by the Equity-Centered Capacity Building Network (ECCBN) addresses systems capacity building approaches that drive both equity and excellence. ECCBN’s mission is to increase the visibility and impact of capacity-building approaches that promote deep and sustainable school and system change. ECCBN is a cadre of national experts uniting their efforts to share resources and strategies. The Network:

  • Seeks to promote evidence-based approaches to equity, quality, cultural responsiveness and partnerships with students and communities;
  • Believes that system capacity-building methods that drive equity and excellence can overcome the most daunting challenges education, students and communities face; and
  • Has seen that students of color and those from families with modest means can excel academically, socially and personally when whole systems are transformed to focus on equity and excellence.
Read the journal online or download the PDF.

Link: http://capacitybuildingnetwork.org/table-of-contents/

Post Image Health Equity and Youth: Understanding the Disparities

According to the CDC, “Health disparities are preventable differences in the burden of disease, injury, violence, or opportunities to achieve optimal health that are experienced by socially disadvantaged populations...Health disparities are inequitable and are directly related to the historical and current unequal distribution of social, political, economic, and environmental resources.” This webinar will explore the ways in which health disparities hinder youth achievement and academic outcomes. Learning Outcomes

  • Understand why health disparities exist
  • Be able to identify health disparities in youth
  • Learn about resources that support students dealing with this complex issue
Presenters Download Health Equity and Youth: Understanding the Disparities (PPT) (transcript coming soon) https://vimeo.com/272631618

Post Image Helping Educators to Support LGBTQ Students

Part of CEE’s Exploring Equity Issues series, this paper defines and discusses the gender spectrum and the challenges that LGBTQ youth face. It concludes with strategies that teachers and administrators can use to ensure that students across the gender spectrum have a safe and nurturing school climate.        

Download: Exploring Equity - Helping Educators to Support LGBTQ Students

Post Image How the Common Core Must Ensure Equity by Fully Preparing Every Student for Postsecondary Success

MAEC's introduction to how the Common Core must ensure equity by fully preparing every student for postsecondary success: recommendations from the Regional Equity Assistance Centers on implementation of the Common Core State Standards.

Download: How the Common Core Must Ensure Equity by Fully Preparing Every Student for Postsecondary Success

Post Image Identity and African American Youth

This piece, part of the Addressing Critical Equity Issues series, discusses the importance of sustaining positive influences during the adolescence of African American and provides best practices on how this can be done.

Download: Identity and African American Youth

Post Image Identity and Sexual Orientation

This piece, part of our Addressing Critical Equity Issues series, discusses how the strict enforcement of gender norms can have a devastating impact on children as they begin to define themselves and provides ideas for educators and parents on how best to address issues that may arise.

Download: Identity and Sexual Orientation

Post Image Moving Toward Equity: Bold Strategies for Building the Educator Workforce Our Children Need Now

The first in the Center for Education's (CEE) 2017 Webinar Series, this webinar addresses the importance of effective teachers when it comes to student achievement and the lack of access students from low-income families and students of color have to effective teachers. This webinar provides an overview of the Center on Great Teachers and Leaders Talent Development Framework. Participants will learn methods for recruiting, retaining, and developing great teachers for all students. You will also hear real examples of the bold strategies states and districts are using to move toward equity. This session was originally held on February 23, 2017. Presenters Mary-Dean Barringer, Strategic Initiative Director. Education Workforce, Council of Chief State School Officers Stephanie Dean, Senior Consultant and Vice President, Teaching and Learning Policy, Public Impact Angela Minnici, Director, Center on Great Teachers & Leaders Download:

   

Post Image Protecting Religious Desegregation in Public Schools

  Part of CEE's Exploring Equity Issues series, this paper gives a background on religious discrimination in schools and provides strategies on what schools can do to address and resolve these problems.

Download: Exploring Equity - Protecting Religious Desegregation

Post Image Race and Racism: Encouraging Understanding and Dialogue to Support the Healthy Development of Students

There has been an increase in the number of incidences regarding racism and bigotry. Educators may not be equipped to help children process these events and make sense of the changing world around them. In this webinar, educators and parents will gain an understanding of how the construct of race is developed in young children. They will also be provided with strategies for discussing race and incidents of bias with students. The webinar will also review the role that educators play in providing a safe environment for children to explore their differences in a positive way. Learning Outcomes In this webinar participants will:

  • Learn how children develop racial awareness and develop attitudes of race.
  • Identify strategies that parents can employ to support children dealing with issues of race.
  • Gain an understanding about anti-bias training for different age groups.
  • Learn best practices for bringing stakeholders together to support the positive social emotional development of students.
Presenters
  • Maria (Charo) del Rosario Basterra,Vice President, Mid-Atlantic Equity Consortium
  • Karmen Rouland, Associate Director,Center for Education Equity, Mid-Atlantic Equity Consortium
  • Jinnie Spiegler, Director of Curriculum, Anti-Defamation League
  • Jason Sirois, Director, No Place for Hate,Anti-Defamation League
Download https://vimeo.com/247853031

Post Image Racial Identity, Academic Identity, and Academic Outcomes for Students of Color

Part of CEE’s Exploring Equity Issues series, this brief discusses the strong relationship between identity construction in academics and academic achievement. Educators can support students as they develop their identities and leverage it to improve academic outcomes. We provide research on identity theory and strategies educators can use in the classroom to meet the needs of their students.

Download: Exploring Equity Issues - Identity and Race

Post Image School Climate Checklist – Discipline

This tool helps schools determine if they are following the guiding principles developed by the Department of Education regarding improving school climate and equitable disciplinary practices.

Download: School Climate Checklist - Discipline

Post Image Socioeconomic Integration and Student Achievement

Students thrive when they learn in both culturally and economically diverse environments. Is your district struggling with segregation issues that undermine the achievement of your students? This webinar is intended for all educators who want to learn about transforming their schools into socially inclusive learning environments by embracing socioeconomic integration. Hear about schools and districts that have been successful, and learn about CEE’s vision to boost student achievement by applying an equity perspective to this process. Learning Outcomes In this webinar you will learn:

  • why socioeconomic integration has worked in specific districts and how you can apply those principles to your school or district, and
  • how to build learning communities where culture, language, and economic diversity is celebrated and expands learning.
Presenters Download   https://vimeo.com/232547227    

Post Image Socioeconomic Integration from an Equity Perspective

This paper seeks to provide a current overview of socioeconomic school integration and provide a new conceptualization of socioeconomic integration from an equity perspective. What does socioeconomic integration involve? How can it be made to work well within schools to benefit all students? The paper draws upon the insights of a day-long conference of educators, researchers, policymakers, civil rights activists, and staff of the nation’s four federally-funded Equity Assistance Centers, sponsored by the Center for Education Equity (CEE) at MAEC in Washington D.C. earlier this year.

Download: Socioeconomic Integration from an Equity Perspective

Post Image Spotlight on the Needs of Transgender Students

Part of CEE’s Exploring Equity Issues series, this paper articulates the need for protections for transgender and gender non-conforming (GNC) students. Additionally, it reviews the shift in federal guidance (revised in February 2017) and concludes with suggestions for actions and procedures that districts might utilize to support students, teachers, and families so that this subgroup of children are included in the goal of “every student succeeding.” The content intentionally emphasizes supports for transgender students and families due to the aforementioned guidance shifts and increased recognition of these individuals within our schools.

Download: Exploring Equity - Spotlight on the Needs of Transgender Students

Post Image Supporting Homeless Students with the Every Student Succeeds Act (ESSA)

Homeless students face a number of barriers in receiving the education and services they need and deserve.The Every Student Succeeds Act (ESSA) of 2015 increases protections and supports for homeless students that build on those in the McKinney-Vento Act. This webinar seeks to provide schools and school systems with an overview of what these changes look like. It discusses student homelessness and leave you with resources and strategies that can lead to improved educational experiences and outcomes for these students. Presenters

  • April Anderson, District McKinney Vento Liaison, Red Clay School District, DE
  • Valerie Ashton-Thomas, Coordinator, Homeless Education and Neglected, Delinquent and At-Risk Programs, Maryland State Department of Education
  • Jennifer PringleDirector, NYS-TEACHS, Advocates for Children of NY
Download https://vimeo.com/272998068

Post Image Teacher Behaviors that Encourage Student Persistence – Equity Audit

  This tool helps teachers measure their strengths in encouraging students' persistence in learning and marking areas for self-improvement.

Download: Teacher Behaviors that Encourage Student Persistence

Post Image Using Data Inquiry to Advance Equity

Engaging in data inquiry through an equity lens can help us better understand problems of practice - and identify solutions - that make schools more equitable. This webinar demonstrates the benefits of putting equity at the center of data use in schools and shares the publication that the Center for Education Equity (CEE) created to support districts and schools to engage in data inquiry. Presenters  include members of a data inquiry team in Massachusetts who are using CEE’s Data Inquiry Guide for Exploring Equity Issues and Solutions in their school district. Learning Outcomes:

  • Processes and tools to identify equity while generating effective solutions; and
  • How to access and use CEE’s The Data Inquiry Guide for Exploring Equity Issues and Solutions​​​​​
Presenters
  • Susan Mundry Senior Program Director at WestEd; author of The Data Coach's Guide to Improving Learning for All Students
  • Susan Villani Senior Program Associate at WestEd; lead author of CEE’s Data Inquiry Guide for Exploring Equity Issues and Solutions;
  • Dawn Bentley Assistant Superintendent for Student Services, Acton-Boxborough Regional School District, MA;
  • Dana Labb Principal of the Blanchard Memorial Elementary School, Acton-Boxborough Regional School District, MA;
  • ​​​​​​​David Green  High School Social Studies Teacher, Acton-Boxborough Regional School District, MA;
  • Heather Haines ​​​​​​​K-6 Mathematics Curriculum Coordinator, Acton-Boxborough Regional School District, MA.
Download https://vimeo.com/294213671  

Post Image Using the ELD 2.0 Framework to Improve Instructional Programs for ELLs

Part of MAEC’s Boosting Success for 21st Century Learners Webinar Series, presenters in this webinar discuss the Framework for Raising Expectations and Instructional Rigor for English Language Learners and how the School District of Philadelphia has used this framework, dubbed ELD 2.0, to clarify the goals and re-design their instructional program for ELLs. This session was originally held on April 22, 2015. Presenters: 

  • Debra Hopkins, ELL Project Coordinator, Council for Great City Schools
  • Gabriela Uro, Director ELL Policy and Research, Council for Great City Schools
  • Allison W. Still, Deputy Chief, Office of Multilingual Curriculum and Programs, School District of Philadelphia
  • Erica Darken, Curriculum Development Specialists, Office of Multilingual Curriculum and Programs, School District of Philadelphia
Description: In this webinar you will learn about the Framework for Raising Expectations and Instructional Rigor for English Language Learners and how the School District of Philadelphia has used this framework, dubbed ELD 2.0, to clarify the goals and re-design their instructional program for ELLs. Learning Outcomes:
  • Understand the theory of action of the Framework that calls for higher expectations for ELLs;
  • Understand the components of the Framework and its application to district planning for ELLs;
  • and Understand the criteria for selecting instructional materials for ELLs.
Download:

Post Image Women and Girls in STEM

This piece, part of our Addressing Critical Equity Issues series, provides promising practices to increase the number of girls, especially those of color, in STEM post-secondary courses and professions.

Download: Women and Girls in STEM

Join Our Mailing List

Receive monthly updates on news and events. Learn about best practices. Be the first to hear about our next free webinar!

Share
Share