The equity imperative/commitment statement has the makings of a skeletal project plan. Given what you know about your organization, come to an agreed-upon process check. This document should provide some guidance about how you would go about doing your work for the period of the project (could be the year) thus creating a place of orientation and grounding.
- Inequity expression as previously discussed and articulated
- Expression of commitment to equity outcomes
- Narrative of the Root Cause Analysis (fishbone diagram) listing any factors contributing to inequities
- What’s the inquiry to be taken relative to the identified inequities, that your team wants to leverage over the course of the inquiry
- Expression about any diagnostics or evidence that may be part of the inquiry
- Discussion of possible drivers for improvement that might be tested or validated
An Example Equity Imperative Statement:
Every student needs to have access and opportunities to a high quality education where the adults know the whole student, recognize their individual strengths and ensure all students, regardless of race, ethnicity or economic status, are able to thrive.
Currently schools operate on a deficit model where students are not known for their strengths and talents, but for what they fail to achieve. This is especially problematic for students of color and those who are economically disadvantaged. Our core challenge is to change the educational system so that each student is known, appreciated, and supported so that they can be successful academically and personally.
[Our organizational model] gives schools a comprehensive, intentional approach to meeting students’ academic, social, and emotional needs. Teaching becomes more purposeful, direct instruction becomes more effective, and students thrive with expanded support. [Our organization] helps educators better connect with their students and address the issues that cause students to fail courses, dropout, and/or engage in harmful behavior. significant improvements in course credits earned, grade point averages, and standardized test scores; decreases in failure rates, suspensions, and absenteeism; and improved job satisfaction among teachers.
We are committed to providing professional development and coaching to school systems to equip staff with strategies and tools to build and maintain positive intentional relationships between staff and staff, staff and students and students and students and utilize real time data to help students succeed.
We have invested the gap for credits earned, NWEA scores, and SEL measures such as student report of expectations and rigor, school engagement, and supportive relationships. Gaps exist in these measures. We also looked at changes in the gap after one year of [program participation]. The gap in credits earned and SEL measures has started to close.
Root causes we will address are student and teacher beliefs and behavior
We think that an important issue underlying the gap is a lower degree of self-efficacy and use of peers for academic tasks in students of color. In addition, these students may not be aware of the informal and implicit “rules” of doing well in school. We also think there is a lack of awareness of these issues in teachers, as well as a lack of understanding of cultural beliefs and behaviors in both students and parents of color.
By June 2018, all 9th grade students in 20 new schools will earn all their core course credits, and opportunity structures will be put in place during the school year to ensure all students, regardless of race, ethnicity, or economic status, reach this goal.