Educational Equity
This definition of educational equity comes from Equity in Our Schools: Ensuring Marginalized Students Achieve at a High Level, by Dr. GwenCarol Holmes.
A quick illustration of the growing understanding of what providing equity in our schools really is can been seen by these two illustrations.
It is not uncommon to see some version of the generic baseball illustration used to convey the concept of equity and to help facilitate conversations about ‘equity’ or the need to provide whatever it takes to ensure all students can be a part of the game (no boxes, one box, two boxes). However, the baseball illustration is not an illustration of equity, but rather a continued push for access for all with privilege still being central to the outcome.
Some viewers of the game have the privilege of being inside the stadium and in the stands. They get the full effect of the game. They have access to the hotdog vendors, doing the wave with their fellow spectators, and most importantly being completely welcomed at the game. The children standing outside the fence have access to the game in that they can see it, even if it takes a box or two to be able to see over the fence. However, they are not fully welcomed in. They are not fully included in the experience of the game. When the game is over their experience is very different even though they had access to the game.
The bike illustration comes closer to conveying the concept of equity in education. Not only do all of the participants have access, they have what they need to achieve the goal of riding a bike. They all are fully welcomed in and they all are provided whatever each individual needs to achieve the outcome of riding a bike. The bikes are of various sizes and designs. Some of the bikes are more readily available and less expensive than others. However, that does not matter. What matters is that ALL are able to achieve the desired outcome of riding a bike because whatever it takes was provided to each individual.
The National Equity Project (n.d.) states: “Educational equity means that each child receives what they need to develop to their full academic and social potential.” Equity can be defined as providing whatever it takes to ensure every child achieves at the highest levels, mastering the standards and graduating with the skills needed to pursue a large variety of opportunities in their adulthood: college and/or career ready. This way of defining equity helps educators understand what is expected of them.
Another way to consider the difference between access for all students and equity for all students can be found in the way the Center for Public Education (2016) distinguishes between equality and equity. “Equality in education is achieved when students are all treated the same and have access to similar resources. Equity is achieved when all students receive the resources they need so they graduate prepared for success after high school” (p 1).
Treating all students exactly the same does not result in the same level of education for all. Our children, each a unique individual, come to school from a wide range of backgrounds and experiences. Their very individuality and varied backgrounds mean that they bring different strengths and abilities to the schoolhouse with them. Treating them all exactly the same says we expect them to all be the same with the same backgrounds. Treating them all the same is a failure to recognize and honor their uniqueness as individuals from a multitude of rich backgrounds.
Children of all backgrounds, races, ethnicities, genders, children with disabilities, children learning English as a second language, and children of all economic levels are all now served in our schools. They are not all served equitably as is evident in the various levels of education or outcomes with which our children exit the schoolhouse. However, the quest for equity in education for all of our children continues.
Through extensive legislation and policy implementations we have greatly improved access for all our students. However, access alone is insufficient for ensuring equality in outcomes for all our students. The ‘whatever it takes’ actions that make equity happen and equality achieved, are actions that take place in the classroom and the schoolhouse. State and national leaders and policy makers can support it. However, all the legislation in the world will not make it so. It is the actions of those working in and alongside the schoolhouse that will make equity happen. Educators provide the ‘whatever it takes’ support for each individual child.