Title: Educational equity and school improvement are mutually inclusive goals. Excellence cannot exist without equitable experiences and results for all students. While educators make many efforts to "level the playing field" for all students, we know that some
1Office of Educational EquityOregon Department of
Education
- Educational equity and school improvement are
mutually inclusive goals. Excellence cannot exist
without equitable experiences and results for all
students. While educators make many efforts to
"level the playing field" for all students, we
know that some groups of students do not
experience equal learning opportunities and do
not achieve at the academic and citizenship
levels necessary. Such groups of students
include children and youth who are female or
male (depending on the academic subject),
immigrants, ethnic minorities, American Indians,
the migrant or homeless, the neglected or
delinquent, the students who are improving their
Academic English proficiency, individuals with
disabilities, and children and youth who live in
high poverty areas. This session will provide an
opportunity to challenge major assumptions and
reach the underpinnings of our educational
pedagogy.
2 Ideas that Work at the State Level 2013
- Brutal Facts The National Picture
- Historical Opportunity The National Discourse
and The State Discourse of the Needed Pedagogical
Work - Office of Educational Equity Access, Excellence
Social Justice - Humility and Will
- David Bautista, Assistant Superintendent
- Office of Educational Equity
- david.bautista_at_state.or.us
- 503-947-5750
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14Historical Opportunity
- Reflection
- Dialogue
- Being Passionate about our Work
15Diversity, Access, Equity and Learning
- Principle One Learning is a Complex Process
- Principle Two Learning Needs to be Understood
Within the Sociopolitical Context of Education - Principle Three Educational Reform Needs to be
Based on Access and Equity for All Students - Principle Four The Nature of Teacher-Student
Relationships is Central to Student Learning
16The Equity Commission of Excellence
- The situation is dire, the agenda urgent. From
parent associations to Capitol Hill, from
classroom teachers to the White Housethere is
work to be done and passion to be spent by all of
us who appreciate the stakes for our children and
for the nations future. If we fail in this work,
we will forfeit our position of economic and
moral leadership. We will risk the future of our
people and of America as we know it.
17The Courage to Act
- Our system does not distribute opportunity
equitable. Our leaders decry but tolerate
disparities in student outcomes that are not only
unfair, but socially and economically dangerous.
Our nations state commitments to academic
excellence are often eloquent but, without more,
an insufficient response to challenges at home
and globally. - The Equity
Commission of Excellence - February
2, 2013
18Commissions report provides a five-part
framework of tightly interrelated recommendations
to guide policymaking
- Equitable School Finance systems so that a
childs critical opportunities are not a function
of his or her zip code - Teachers, Principals and Curricula effective
enough to provide children with the opportunity
to thrive in a changing world - Early Childhood Education with an academic focus,
to narrow the disparities in readiness when kids
reach kindergarten - Mitigating Povertys Effects with broad access
not only to early childhood education, but also
to a range of support services necessary to
promote student success and family engagement in
school effective measures to improve outcomes
for student groups especially likely to be left
behindincluding English-language learners,
children in Indian country or isolated rural
areas, children with special education needs, and
those involved in the child welfare or juvenile
justice systems and - Accountability and Governance reforms to make
clearer who is responsible for what, attach
consequences to performance, and ensure that
national commitments to equity and excellence are
reflected in results on the ground, not just in
speeches during campaigns.
19Historical Opportunity
- Governors 40/40/20
- Education focus on 0 to 20
- Strategic Plans
- Oregon Department of Education
- Statewide ELL Plan
- Equity Lens
- Deputy Superintendent Appointed
- Legislature attention to the education demands
20Oregon The State of Education
- Age 25 and Older
- 28.9 of Oregonians hold a Bachelors degree or
more - 26.7 hold a 1-year certificate or Associates
degree - 11.1 of Oregonians do not hold a high school
diploma
21All Oregon
- 10 Advanced Degree
- 18 Bachelors Degree
- 35 Some College/Associates
- 25 High School Graduate
- 11 Less than High School
22Sub-group
- White
- 11 Advanced Degree
- 20 Bachelors
- 36 Some College/Associates
- 25 High School Graduate
- 8 Less than High School
23Sub-group
- Black-African American
- 10 Advanced Degree
- 14 Bachelors Degree
- 42 Some College/Associates
- 20 High School Graduate
- 15 Less than High School
24Sub-group
- Hispanic/Latino
- 3 Advanced Degree
- 8 Bachelors Degree
- 23 Some College/Associates
- 22 High School Graduate
- 44 Less than High School
25Sub-group
- Asian/Pacific Islander
- 20 Advanced Degree
- 23 Bachelors
- 23 Some College/Associates
- 18 High School Graduate
- 15 Less than High School
26Sub-group
- American Indian/Alaska Native
- 3 Advanced Degree
- 11 Bachelors
- 49 Some College/Associates
- 24 High School Graduate
- 13 Less than High School
27The Case for Equity
- Equity requires the intentional examination of
systemic policies and practices that, even if
they have the appearance of fairness, may in
effect serve to marginalize some and perpetuate
disparities.
28Equity Lens
- The primary focus of the equity lens is on race
and ethnicity. While there continues to be a deep
commitment to many other areas of the opportunity
gap, we know that a focus on race by everyone
connected to the educational milieu allows direct
improvements in the other areas. We also know
that race and ethnicity continue to compound
disparity. We are committed to explicitly
identifying disparities in education outcomes for
the purpose of targeting areas for action,
intervention and investment.
29Beliefs
- We believe that everyone has the ability to learn
and that we have an ethical responsibility and a
moral responsibility to ensure an education
system that provides optimal learning
environments that lead students to be prepared
for their individual futures. - We believe that speaking a language other than
English is an asset and that our education system
must celebrate and enhance this ability alongside
appropriate and culturally responsive support for
English as a second language.
30Beliefs
- We believe students receiving special education
services are an integral part of our educational
responsibility and we must welcome the
opportunity to be inclusive, make appropriate
accommodations, and celebrate their assets. We
must directly address the over-representation of
children of color in special education and the
under-representation in talented and gifted.
31Beliefs
- We believe that the students who have previously
been described as at risk, underperforming,
under-represented, or minority actually represent
Oregons best opportunity to improve overall
educational outcomes. We have many counties in
rural and urban communities that already have
populations of color that make up the majority.
Our ability to meet the needs of this
increasingly diverse population is a critical
strategy for us to successfully reach our
40/40/20 goals.
32 We believe that intentional and proven practices
must be implemented to return out of school youth
to the appropriate educational setting. We
recognize that this will require us to challenge
and change our current educational setting to be
more culturally responsive, safe, and responsive
to the significant number of elementary, middle,
and high school students who are currently out of
school. We must make our schools safe for every
learner. We believe that ending disparities and
gaps in achievement begin in the delivery of
quality Early Learner programs and appropriate
parent engagement and support. This is not simply
an expansion of services -- it is a recognition
that we need to provide services in a way that
best meets the needs of our most diverse segment
of the population, 0-5 year olds and their
families.
33We believe that resource allocation demonstrates
our priorities and our values and that we
demonstrate our priorities and our commitment to
rural communities, communities of color, English
language learners, and out of school youth in the
ways we allocate resources and make educational
investments. We believe that communities,
parents, teachers, and community-based
organizations have unique and important solutions
to improving outcomes for our students and
educational systems. Our work will only be
successful if we are able to truly partner with
the community, engage with respect, authentically
listen -- and have the courage to share decision
making, control, and resources.
34We believe every learner should have access to
information about a broad array of career/job
opportunities and apprenticeships that will show
them multiple paths to employment yielding
family-wage incomes, without diminishing the
responsibility to ensure that each learner is
prepared with the requisite skills to make
choices for their future. We believe that our
community colleges and university systems have a
critical role in serving our diverse populations,
rural communities, English language learners and
students with disabilities. Our institutions of
higher education, and the P-20 system, will truly
offer the best educational experience when their
campus faculty, staff and students reflect this
state, its growing diversity and the ability for
all of these populations to be educationally
successful and ultimately employed.
35We believe the rich history and culture of
learners is a source of pride and an asset to
embrace and celebrate. And, we believe in the
importance of supporting great teaching. Research
is clear that teachers are among the most
powerful influences in (student) learning. An
equitable education system requires providing
teachers with the tools and support to meet the
needs of each student.
36Conclusion
- I used to think
- Now, I think