Equity in schools is often short circuited by our culture’s deeply held practices of meritocracy.
Meritocracy is a deeply held belief in much of American culture, especially among those who are white, privileged and less aware of how positionality impacts others less fortunate than themselves. Meritocracy prevents us from establishing equity in our schools. While meritocracy may be valid in many professions or leadership positions, meritocracy undermines our educational system.
Meritocracy is defined by the Merriam-Webster Dictionary as a system “in which people are chosen and moved into positions of success, power, and influence on the basis of demonstrated abilities and merit.” At first glance it appears that in a meritocracy, everyone has a chance to excel. I have heard many of my white friends and family members express their meritocracy beliefs by talking about how hard they worked to achieve a certain degree or professional position. There is no doubt that they worked extremely hard to achieve it. I can bear witness to much of their labor. However, they also express that if other people want the same achievements they just need to work hard as well.
It is not quite that simple. The level of education we achieve and our career attainments are often founded on our K-12 education. In order to continue our education after graduating high school, whether in technical school or college, it is critical to have a great education up to this point. Graduating with an education that does not demand we master grade level standards is a lessor education and not of much value for continuing our postsecondary education and obtaining employment that allows us to live comfortably. Those individuals with a lessor education do not graduate with the ability to read and understanding a variety of rigorous texts, to reason with advanced mathematical skills, and to use critical thinking skills with which to interpret the world around us.
What does meritocracy have to do with graduating with an education that ensures we master rigorous grade level education rather with a lessor education? Remember that our K-12 education system is guided by the academic standards each state sets that the state deems all of their children should master. These are not standards for some of their children, but all of their children. Every child is expected to master rigorous grade level standards.
However, meritocracy undermines this expectation in the vast majority of our schools. Almost from the moment students walk in the door, we begin sorting students into different groups that impact what content they are provided in classes and what standards they master or fail to master. We say we are sorting them based on their talents or current achievements so that we can better meet their needs. We are really sorting them based on their life circumstances or even their zip code. If the state standards expect every child to leave first grade reading at least like a first grader, then as educators it is our mission to make it happen.
When we sort students into a bottom reading group, a middle reading group, and a top reading group in first grade; we think we are moving students ahead on the basis of achievement. In reality we are grouping students on the basis of their life circumstances when they came to school – not on their ability to learn to read like a first grader. If we practice equity, we will only tolerate every first grader learning to read at least first grade level material. In schools with equity, all students are taught to read on grade level using a research proven reading program that includes the components of the science of reading and taught with instructional strategies to ensure all students are mastering the content. It is also true that some students will need additional supports such as lazar focused tutoring and acceleration and/or to have mental and physical health needs met so they can learn on grade level alongside their peers. Schools with equity provide this. This is at the heart of their mission.
When we sort students in high school into basic English and math classes versus honors and/or advanced English and math classes, we are once again sorting students based on their life circumstances, not on their ability to master rigorous standards. If we practice equity, we will provide all students with instruction in rigorous English, mathematics and other content area classes and whatever supports they need to master the content. We will include content literacy instruction in each content class so students, regardless of backgrounds, can learn difficult content. We will provide support for those learning English simultaneously with their advanced course instruction so that they are learning English and advance content at the same time. We will provide additional tutoring and accelerated instruction to those that need it. And we will provide mental and physical health supports to those who’s mental and/or physical health battles stand in the way of them mastering rigorous content.
Meritocracy may have a place elsewhere, but NOT in K-12 education. We cannot tolerate grouping students based on their life circumstances or their zip code. We cannot accept excuses that a child is not trying or doesn’t care or their parents do not care as justification for them not mastering grade level standards. Instead, we believe that they can master rigorous standards and we do whatever it takes to ensure it happens. It is hard work. There are educators who make this happen every day. They are heroes. We need more of them.