Indicators of Educational Equity

We believe that educational equity is a journey and not a destination. It is important for every school and community to be on that journey.  There is no community in the United States whose people are not touched by the historical inequities that have been intentionally built into our systems; therefore, if we want our schools to deliver an empowering education to all students, all schools must know how to grapple with the inequities that exist.

We suggest reading all indicators, but if you’re looking for a particular section you can click below:

Just outcomes
Marginalized voices
Power & privilege

How to Use This Tool

The following is a list of actions, attitudes, and strategies (or indicators) that school communities might take when fighting inequity. This is not a comprehensive list; use it to spark and not to limit your thinking. Schools and districts can use this list to determine if they are taking steps that will lead to an equitable system of education. These actions, attitudes, and strategies may be taken by a variety of stakeholders within a school community:  from an individual bus driver or a team of teachers to the superintendent of schools, the collective district staff, or various community members. 

What Is Educational Equity?

The Great Schools Partnership definition of educational equity consists of 20 actionable words. If these indicators of educational equity are non-existent in your school, educational equity is, too.

Educational equity means ensuring just outcomes for each student, raising marginalized voices, and challenging the imbalance of power and privilege.

Ensuring Just Outcomes

Raising Marginalized Voices

Challenging Imbalances of Power & Privilege

Definitions of Terms

Strategies that help students see and build on their own academic and personal strengths.

All staff who work in a school, in any role. This includes front office staff, bus drivers, and other staff who may sometimes be seen as educational support staff.

Microaggressions, as defined by Project Ready, "...are subtle verbal or nonverbal insults or denigrating messages communicated toward a marginalized person, often by someone who may be well-intentioned but unaware of the impact their words or actions have on the target.” 

The descriptions of the quality of work that a teacher expects to see. A set of scoring criteria make a rubric.

A support structure is a system that a school has built to see when students are struggling and to help them quickly before they fall too far behind or lose hope. Some common support structures used by schools are response to intervention (RTI) programs, make-up blocks during which students can see teachers for extra help, advisory programs, and systems that allow teams of teachers to meet and discuss students’ challenges and needs.

Interested In Learning More? Let's Talk.

Personalized, equitable, and student-centered education is too important to put aside. Together, we can improve learning for all your students.

Contact Us