Voices in Urban Education
Archives
Getting to Equity
VUE Number 11, Spring 2006
| VUE Home | Archives | Order Print Copy |
New Ways to Talk about Equity
By Robert Rothman
Robert Rothman is a Principal Associate & Editor of VUE at the Annenberg Institute for School Reform. > Author's biography
To someone listening to public officials and educators
talk about their vision for American education,
the twin goals of equity and excellence appear to be
top priorities. The national education goals for 2000,
set by the nation's governors and President George
H.W. Bush and enacted into law, called on the United
States to be first in the world in mathematics and
science achievement and for all students to demonstrate
competence in challenging subject matter.
More recently, federal law calls for "leaving no child
behind" and for ensuring that all groups of students
demonstrate adequate yearly progress. And schools
and school districts routinely declare that "all children
can learn."
The evidence is clear, though, that even if we espouse these ideals, we are far from reaching them. The continued existence of wide achievement gaps and the large numbers of dropouts, among many other indicators, suggest that we have attained neither excellence nor equity. As Ruth Simmons, the president of Brown University, said at a recent forum on equity held by the Annenberg Institute for School Reform, the nation has continually set the goal of attaining both equity and excellence, but "we're here because we haven't achieved that goal."
In part, we are in this position because we do not necessarily know how to achieve those twin goals. It is always easier to set goals than to figure out how to reach them, as the framers of the national education goals learned. But the goals of equity and excellence are especially difficult because they cut close to our values and our self-definition as a nation.We have tended to define excellence in a fairly superficial way – usually by looking at test scores alone – and we have rarely articulated what equity would look like.
Equity and excellence are also difficult challenges because they require people to face some uncomfortable truths and to involve others who might not always agree on solutions. Getting to equity requires people to talk in new ways. People must face up to inequity, something that is not easy to do. And we must listen to those who have been treated inequitably and who have ideas about how to turn things around. Frank dialogue and broad inclusion are rare in education.
This issue of Voices in Urban Education examines some new ways to talk about equity and excellence and considers some of the steps involved in realizing our stated goal of attaining those elusive aspirations. The authors offer suggestions, based on experience, about what it will take to approach our vision.
Linda Powell Pruitt and Kenneth Jones consider ways to hold a constructive discussion around the topic, which many people would rather avoid.
> Full text with audio
Jonny Skye Njie addresses the ways that school systems can tackle issues of equity and excellence through honesty, scholarship, and dialogue.
> Excerpt
Adam Levner shows how involving youth in discussions of education can contribute to equity and excellence.
> Excerpt with student photos
Members of Rhode Island's Racial Justice Task Force Subcommittee on Education – Monica Teixeira de Sousa, Michael Évora, Tonya Glantz, Brother Michael Reis, and Mike Capalbo – discuss the role of community agencies and organizations in reducing dropouts.
> Excerpt
Michael Holzman draws on data about graduation rates and special education placements to suggest a role for the federal government and national organizations in achieving equity and excellence for African American males.
> Excerpt
These articles make clear that the issues of equity and excellence are multifaceted and will require committed efforts by the broader community. All segments of the community have a stake in the goal, and all need to be part of the solution.
But the first step is recognizing that the problem exists and giving it a name. Then, people can consider their responsibilities to act on it.
The floodwaters that followed Hurricane Katrina swept away any illusions we might have held that the problem is solved. Inequity and a lack of excellence are pervasive. It is long past time to face the uncomfortable truths, talk the true talk, and invite the broader community to roll up their sleeves and walk the walk.
Archives
Getting to Equity
VUE Number 11, Spring 2006
| VUE Home | Archives | Order Print Copy |
New Ways to Talk about Equity
By Robert Rothman
Robert Rothman is a Principal Associate & Editor of VUE at the Annenberg Institute for School Reform. > Author's biography
To someone listening to public officials and educators
talk about their vision for American education,
the twin goals of equity and excellence appear to be
top priorities. The national education goals for 2000,
set by the nation's governors and President George
H.W. Bush and enacted into law, called on the United
States to be first in the world in mathematics and
science achievement and for all students to demonstrate
competence in challenging subject matter.
More recently, federal law calls for "leaving no child
behind" and for ensuring that all groups of students
demonstrate adequate yearly progress. And schools
and school districts routinely declare that "all children
can learn."
The evidence is clear, though, that even if we espouse these ideals, we are far from reaching them. The continued existence of wide achievement gaps and the large numbers of dropouts, among many other indicators, suggest that we have attained neither excellence nor equity. As Ruth Simmons, the president of Brown University, said at a recent forum on equity held by the Annenberg Institute for School Reform, the nation has continually set the goal of attaining both equity and excellence, but "we're here because we haven't achieved that goal."
In part, we are in this position because we do not necessarily know how to achieve those twin goals. It is always easier to set goals than to figure out how to reach them, as the framers of the national education goals learned. But the goals of equity and excellence are especially difficult because they cut close to our values and our self-definition as a nation.We have tended to define excellence in a fairly superficial way – usually by looking at test scores alone – and we have rarely articulated what equity would look like.
Equity and excellence are also difficult challenges because they require people to face some uncomfortable truths and to involve others who might not always agree on solutions. Getting to equity requires people to talk in new ways. People must face up to inequity, something that is not easy to do. And we must listen to those who have been treated inequitably and who have ideas about how to turn things around. Frank dialogue and broad inclusion are rare in education.
This issue of Voices in Urban Education examines some new ways to talk about equity and excellence and considers some of the steps involved in realizing our stated goal of attaining those elusive aspirations. The authors offer suggestions, based on experience, about what it will take to approach our vision.
Linda Powell Pruitt and Kenneth Jones consider ways to hold a constructive discussion around the topic, which many people would rather avoid.
> Full text with audio
Jonny Skye Njie addresses the ways that school systems can tackle issues of equity and excellence through honesty, scholarship, and dialogue.
> Excerpt
Adam Levner shows how involving youth in discussions of education can contribute to equity and excellence.
> Excerpt with student photos
Members of Rhode Island's Racial Justice Task Force Subcommittee on Education – Monica Teixeira de Sousa, Michael Évora, Tonya Glantz, Brother Michael Reis, and Mike Capalbo – discuss the role of community agencies and organizations in reducing dropouts.
> Excerpt
Michael Holzman draws on data about graduation rates and special education placements to suggest a role for the federal government and national organizations in achieving equity and excellence for African American males.
> Excerpt
These articles make clear that the issues of equity and excellence are multifaceted and will require committed efforts by the broader community. All segments of the community have a stake in the goal, and all need to be part of the solution.
But the first step is recognizing that the problem exists and giving it a name. Then, people can consider their responsibilities to act on it.
The floodwaters that followed Hurricane Katrina swept away any illusions we might have held that the problem is solved. Inequity and a lack of excellence are pervasive. It is long past time to face the uncomfortable truths, talk the true talk, and invite the broader community to roll up their sleeves and walk the walk.
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