How would you interpret this as a new school employee?

[Anonymous]

if ___ kids score a lot lower than

white kids you're going to be fired

Never going to be fired
Such a silly argument to make - because it's not happening, not going to happen.
Just because a desired outcome is a goal .... that's it. It's a goal, that's all.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:How did you become a teacher without any discussion or awareness of equity issues and their impact on how children learn? Genuinely curious.

They need to focus on how to teach kids how to read and write and not on equity. Everyone knows that students should be given equity of opportunity but that doesn’t mean the same results.

Be quiet.
EVERYONE should focus in equity. We should all have done awareness of how we are treating people, if we are dealing with the with understanding, empathy and respect. We should understand that everyone’s circumstances and experiences are different so we should not operate on assumptions.

Yes! And we should keep dumbing down the schools until the least capable kids can get As. That'll fix everything.

Again, this is not what is meant by teaching for equity. I have never been asked to show all kids have As. I have been asked to explain and actively address clear patterns of one or more groups having significant underperformance compared to one group. If I have white boys all performing two levels below Asian girls on all of my assessments, why do I think that is happening? And it wasn’t always about race and ethnicity. I had a strong T pattern of calling that discouraged students on the wings or let them off the hook. Once I had to examine the data with a coach, it was glaringly evident. I got support in using several equitable calling practices and started using them. Within two weeks, engagement in the wings rose considerably. That is equitable teaching. It has nothing to do with race.

You sound fantastic. I wish my son had you as a teacher. Unfortunately equitable teaching almost always means race. And because teachers are not in control of the biggest predictor of academic success (home life) there's only so much you can do. Woke lunatics are pushing for the dumbing down of the curriculum, getting rid of testing, etc. to close an unclosabe achievement gap.

Here, in this area with our demographics, it often can mean race, but I’ve taught in many schools where it did not because the schools were almost entirely monoracial. I still had to do this when I taught no white students at all to compare to the AA students. Test scores are one measure of outcomes, but not the only one I have been able to present as data. Teachers would prefer less testing and more authentic assessments, but parents put pressure on lawmakers to add increasing high-stakes testing.

[Anonymous]

Anonymous wrote:I'm a teacher...I interpret this as " treat every child with the love, respect, encouragement and access that you would want for your own child".

This!

[Anonymous]

Anonymous wrote:Yeah - fake post. Well the “post” is real in that exists. Typical racists crap. Anyone of average intelligence who graduated with a teaching degree - and that obviously does not include the person making the post - understands the issues that disparity imposed, and that you cannot ignore them in the classroom.

The issue largely arose because kids in classrooms were largely from the same socio-economic group. But, obviously, that has never been the case with all students in the classroom and ignoring that fact is not permitted. So - no - you cannot assign a project that requires kids to have access to materials or abilities that are not available to all kids.

Example: Everyone in your 3rd grade class needs to go to the public library and get a library card. Problem: Billy’s mom is single parenting and his Grandma watches him after school. Grandma is great but does not drive and it is a 3 mile walk from Grandmas house to the library. When Billy’s mom gets home the library is closed. When Billy cannot show his new library card in class 2 weeks later shall we blame Billy? What do you think Billy got out of that assignment? Did it make Billy a more confident student? Did it make Billy want to go to the library and get books to read? Or, did you just embarrass and humiliate Billy?

Frankly - embarrassing and humiliating Billy is what the poster wants. Ha ha. Isn’t that fun?

We had the issue with the unit project that required each student to bring in an empty cereal box and an empty tp roll. Sounds super easy right? Except if your low income immigrant family doesn’t eat cold cereal, I am forcing you as a sixth grader to ask your parents to buy something that they don’t understand why you need it. We also learned that many Muslims rinse their bums with water from a container rather than use tp. It was a “fun” project for only 2/3 of our students because we were deducting points for using other materials families did have on hand and pressuring those who hadn’t brought anything in yet. Finally, a community member told us that we were really screwing up and why. We made one adjustment which was that we had a drive for cereal boxes and tp rolls a month before the project. Teachers collected from whoever could contribute including 7th-8th graders and staff. And we gave those supplies to the kids that needed it. Then it was a non-stressful experience with equitable outcomes.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yeah - fake post. Well the “post” is real in that exists. Typical racists crap. Anyone of average intelligence who graduated with a teaching degree - and that obviously does not include the person making the post - understands the issues that disparity imposed, and that you cannot ignore them in the classroom.

The issue largely arose because kids in classrooms were largely from the same socio-economic group. But, obviously, that has never been the case with all students in the classroom and ignoring that fact is not permitted. So - no - you cannot assign a project that requires kids to have access to materials or abilities that are not available to all kids.

Example: Everyone in your 3rd grade class needs to go to the public library and get a library card. Problem: Billy’s mom is single parenting and his Grandma watches him after school. Grandma is great but does not drive and it is a 3 mile walk from Grandmas house to the library. When Billy’s mom gets home the library is closed. When Billy cannot show his new library card in class 2 weeks later shall we blame Billy? What do you think Billy got out of that assignment? Did it make Billy a more confident student? Did it make Billy want to go to the library and get books to read? Or, did you just embarrass and humiliate Billy?

Frankly - embarrassing and humiliating Billy is what the poster wants. Ha ha. Isn’t that fun?

Well I am the OP and I am a real person. Contrary to the many assumptions here I am not an ignorant recent graduate but a middle aged teacher who came from a different district to this one. You seem to come from a place of caring about kids — while slinging unfounded insults at me — but nevertheless have not defined for me what “equitable outcomes” are supposed to be. No one in my former or I presume my new school would ever give an assignment like the one you describe, so it is an unfair straw man. In my old school, and in much of the country, “outcomes” are test scores. I cannot guarantee they will be equal, or equitable, however we define that.

You are still stuck —quite stupidly— on the idea that equitable outcomes means equal. You’ve been told your perception is incorrect. I am terribly worried that you might teach one of my own kids or be a coworker.

Anti-racism says that any policy or action that results in unequal racial outcomes is racism. Many school districts have adopted anti-racism as one of their core ideals and have vowed to stamp out racism. How do you square that with what you just said?

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yeah - fake post. Well the “post” is real in that exists. Typical racists crap. Anyone of average intelligence who graduated with a teaching degree - and that obviously does not include the person making the post - understands the issues that disparity imposed, and that you cannot ignore them in the classroom.

The issue largely arose because kids in classrooms were largely from the same socio-economic group. But, obviously, that has never been the case with all students in the classroom and ignoring that fact is not permitted. So - no - you cannot assign a project that requires kids to have access to materials or abilities that are not available to all kids.

Example: Everyone in your 3rd grade class needs to go to the public library and get a library card. Problem: Billy’s mom is single parenting and his Grandma watches him after school. Grandma is great but does not drive and it is a 3 mile walk from Grandmas house to the library. When Billy’s mom gets home the library is closed. When Billy cannot show his new library card in class 2 weeks later shall we blame Billy? What do you think Billy got out of that assignment? Did it make Billy a more confident student? Did it make Billy want to go to the library and get books to read? Or, did you just embarrass and humiliate Billy?

Frankly - embarrassing and humiliating Billy is what the poster wants. Ha ha. Isn’t that fun?

Well I am the OP and I am a real person. Contrary to the many assumptions here I am not an ignorant recent graduate but a middle aged teacher who came from a different district to this one. You seem to come from a place of caring about kids — while slinging unfounded insults at me — but nevertheless have not defined for me what “equitable outcomes” are supposed to be. No one in my former or I presume my new school would ever give an assignment like the one you describe, so it is an unfair straw man. In my old school, and in much of the country, “outcomes” are test scores. I cannot guarantee they will be equal, or equitable, however we define that.

You are still stuck —quite stupidly— on the idea that equitable outcomes means equal. You’ve been told your perception is incorrect. I am terribly worried that you might teach one of my own kids or be a coworker.

Anti-racism says that any policy or action that results in unequal racial outcomes is racism. Many school districts have adopted anti-racism as one of their core ideals and have vowed to stamp out racism. How do you square that with what you just said?

1) Yeah, you are still wedded to the idea of equity means equal. It’s not what anti-racism is asking of you as a teacher. Multiple posters have tried to help you grasp the difference. I don’t think you lack the intelligence to understand. You are ideologically committed to misunderstanding because otherwise your argument falls apart.

2) You act as those there’s a knee-jerk situation in which a teacher gives one test and if there are not equal scores across all races, she or he is accused of being racist. That is simply not how it works. For one thing, teachers and administrators look for patterns that lack other explanations. For another, teachers and administrators are given multiple opportunities to address inequitable outcomes regardless of the cause —unless the cause is blatant racism, in which case, would you really want to give the adult multiple chances to desist being blatantly racist OR would you want them to stop being a blatant racist immediately? I hope the latter.

I no longer believe you are a teacher at all. I think you are just a troll and not a really effective one either. .

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yeah - fake post. Well the “post” is real in that exists. Typical racists crap. Anyone of average intelligence who graduated with a teaching degree - and that obviously does not include the person making the post - understands the issues that disparity imposed, and that you cannot ignore them in the classroom.

The issue largely arose because kids in classrooms were largely from the same socio-economic group. But, obviously, that has never been the case with all students in the classroom and ignoring that fact is not permitted. So - no - you cannot assign a project that requires kids to have access to materials or abilities that are not available to all kids.

Example: Everyone in your 3rd grade class needs to go to the public library and get a library card. Problem: Billy’s mom is single parenting and his Grandma watches him after school. Grandma is great but does not drive and it is a 3 mile walk from Grandmas house to the library. When Billy’s mom gets home the library is closed. When Billy cannot show his new library card in class 2 weeks later shall we blame Billy? What do you think Billy got out of that assignment? Did it make Billy a more confident student? Did it make Billy want to go to the library and get books to read? Or, did you just embarrass and humiliate Billy?

Frankly - embarrassing and humiliating Billy is what the poster wants. Ha ha. Isn’t that fun?

Well I am the OP and I am a real person. Contrary to the many assumptions here I am not an ignorant recent graduate but a middle aged teacher who came from a different district to this one. You seem to come from a place of caring about kids — while slinging unfounded insults at me — but nevertheless have not defined for me what “equitable outcomes” are supposed to be. No one in my former or I presume my new school would ever give an assignment like the one you describe, so it is an unfair straw man. In my old school, and in much of the country, “outcomes” are test scores. I cannot guarantee they will be equal, or equitable, however we define that.

You are still stuck —quite stupidly— on the idea that equitable outcomes means equal. You’ve been told your perception is incorrect. I am terribly worried that you might teach one of my own kids or be a coworker.

Anti-racism says that any policy or action that results in unequal racial outcomes is racism. Many school districts have adopted anti-racism as one of their core ideals and have vowed to stamp out racism. How do you square that with what you just said?

1) Yeah, you are still wedded to the idea of equity means equal. It’s not what anti-racism is asking of you as a teacher. Multiple posters have tried to help you grasp the difference. I don’t think you lack the intelligence to understand. You are ideologically committed to misunderstanding because otherwise your argument falls apart.

2) You act as those there’s a knee-jerk situation in which a teacher gives one test and if there are not equal scores across all races, she or he is accused of being racist. That is simply not how it works. For one thing, teachers and administrators look for patterns that lack other explanations. For another, teachers and administrators are given multiple opportunities to address inequitable outcomes regardless of the cause —unless the cause is blatant racism, in which case, would you really want to give the adult multiple chances to desist being blatantly racist OR would you want them to stop being a blatant racist immediately? I hope the latter.

I no longer believe you are a teacher at all. I think you are just a troll and not a really effective one either. .

1. I am the PP, not OP. I'm a parent, not a teacher.
2. The exact scenario you described was called "systemic racism" by our child's principal last year as he explained unintentional racism. He went on to say that the test would need to be changed or done away with which is insane. This is the sort of race to the bottom that many of us are seeing. And again, many districts have adopted anti-racist policies as defined by Kendi. This means that if a principal or teacher's students consistently perform differently by race, at some point the admin are going to blame that principal or teacher.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yeah - fake post. Well the “post” is real in that exists. Typical racists crap. Anyone of average intelligence who graduated with a teaching degree - and that obviously does not include the person making the post - understands the issues that disparity imposed, and that you cannot ignore them in the classroom.

The issue largely arose because kids in classrooms were largely from the same socio-economic group. But, obviously, that has never been the case with all students in the classroom and ignoring that fact is not permitted. So - no - you cannot assign a project that requires kids to have access to materials or abilities that are not available to all kids.

Example: Everyone in your 3rd grade class needs to go to the public library and get a library card. Problem: Billy’s mom is single parenting and his Grandma watches him after school. Grandma is great but does not drive and it is a 3 mile walk from Grandmas house to the library. When Billy’s mom gets home the library is closed. When Billy cannot show his new library card in class 2 weeks later shall we blame Billy? What do you think Billy got out of that assignment? Did it make Billy a more confident student? Did it make Billy want to go to the library and get books to read? Or, did you just embarrass and humiliate Billy?

Frankly - embarrassing and humiliating Billy is what the poster wants. Ha ha. Isn’t that fun?

Well I am the OP and I am a real person. Contrary to the many assumptions here I am not an ignorant recent graduate but a middle aged teacher who came from a different district to this one. You seem to come from a place of caring about kids — while slinging unfounded insults at me — but nevertheless have not defined for me what “equitable outcomes” are supposed to be. No one in my former or I presume my new school would ever give an assignment like the one you describe, so it is an unfair straw man. In my old school, and in much of the country, “outcomes” are test scores. I cannot guarantee they will be equal, or equitable, however we define that.

You are still stuck —quite stupidly— on the idea that equitable outcomes means equal. You’ve been told your perception is incorrect. I am terribly worried that you might teach one of my own kids or be a coworker.

Anti-racism says that any policy or action that results in unequal racial outcomes is racism. Many school districts have adopted anti-racism as one of their core ideals and have vowed to stamp out racism. How do you square that with what you just said?

1) Yeah, you are still wedded to the idea of equity means equal. It’s not what anti-racism is asking of you as a teacher. Multiple posters have tried to help you grasp the difference. I don’t think you lack the intelligence to understand. You are ideologically committed to misunderstanding because otherwise your argument falls apart.

2) You act as those there’s a knee-jerk situation in which a teacher gives one test and if there are not equal scores across all races, she or he is accused of being racist. That is simply not how it works. For one thing, teachers and administrators look for patterns that lack other explanations. For another, teachers and administrators are given multiple opportunities to address inequitable outcomes regardless of the cause —unless the cause is blatant racism, in which case, would you really want to give the adult multiple chances to desist being blatantly racist OR would you want them to stop being a blatant racist immediately? I hope the latter.

I no longer believe you are a teacher at all. I think you are just a troll and not a really effective one either. .

1. I am the PP, not OP. I'm a parent, not a teacher.
2. The exact scenario you described was called "systemic racism" by our child's principal last year as he explained unintentional racism. He went on to say that the test would need to be changed or done away with which is insane. This is the sort of race to the bottom that many of us are seeing. And again, many districts have adopted anti-racist policies as defined by Kendi. This means that if a principal or teacher's students consistently perform differently by race, at some point the admin are going to blame that principal or teacher.

Nah -- your just racist. And, the problem for you, is that we no longer forgive it. We now call you a racist and reject your straw-man pretend arguments that you somehow think are relevant. They are not, but they are a good marker for knowing who to avoid as a racist.

[Anonymous]

You are being tasked with providing equal opportunity for students. So, if you have underperforming students, it is part of your job to try and investigate what may be contributing to their lower performance. Some real world examples.

Like the one teacher above, if you have someone who is not turning in assignments, rather than just grading them down, you should investigate and if the problem is that they don't have access to paper, pencils, and such, provide that from school supplies that you keep in the room. If you don't have those supplies, see if you can get one from a child that has a bigger supply or asking if the school, PTA or parents might be able to contribute extra supplies to your classroom.

If you have a child underperforming and you find out that they are not registered for FARMS, but qualify and they may be underperforming because of not getting breakfast before school, you communicate with their family or you help the child/family to register for FARMS.

If you have a child who is not doing turning in assignments because they don't have a computer and can't always get to the library to use a public one, then you can help them contact the IT team for the school or school district to help them get a school district loaner or assigned device for them to use. In our school district, this also includes families who don't have WiFi at home, and the district IT group can also provide a hotspot for the family to have a WiFi connection at home and the child doesn't have to go someplace with public WiFi to get access.

There are just a few scenarios, but you are supposed to ensure that if children are underperforming, that that is not due to having inequitable resources available to them, resources that can be provided to give them an outlet.

Another more extreme example (one that can't be duplicated in every school). There was a story of a principal who found several kids were performing poorly because they did not always have access or could not always afford to do laundry and they were self-conscious and made fun of because of unwashed clothing. The principal let it be known around that kids having that problem could bring their laundry to the school facilities where they laundered sports/gym supplies and do their laundry there. The great guy even shelled out of his own pocket to keep a closet of laundry supplies that anyone was welcome to use. Several students started performing much better when they had clean clothes and were no longer bullied for their unclean clothes. In this case, it also helped decrease truancy, too. Many of the kids who were bullied were just skipping school to avoid being made fun of because they didn't have clean clothes.

This is not the original story that I had read, but it's a similar situation:
https://www.cnn.com/2018/08/21/health/iyw-school-laundry-room-trnd/index.html

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yeah - fake post. Well the “post” is real in that exists. Typical racists crap. Anyone of average intelligence who graduated with a teaching degree - and that obviously does not include the person making the post - understands the issues that disparity imposed, and that you cannot ignore them in the classroom.

The issue largely arose because kids in classrooms were largely from the same socio-economic group. But, obviously, that has never been the case with all students in the classroom and ignoring that fact is not permitted. So - no - you cannot assign a project that requires kids to have access to materials or abilities that are not available to all kids.

Example: Everyone in your 3rd grade class needs to go to the public library and get a library card. Problem: Billy’s mom is single parenting and his Grandma watches him after school. Grandma is great but does not drive and it is a 3 mile walk from Grandmas house to the library. When Billy’s mom gets home the library is closed. When Billy cannot show his new library card in class 2 weeks later shall we blame Billy? What do you think Billy got out of that assignment? Did it make Billy a more confident student? Did it make Billy want to go to the library and get books to read? Or, did you just embarrass and humiliate Billy?

Frankly - embarrassing and humiliating Billy is what the poster wants. Ha ha. Isn’t that fun?

Well I am the OP and I am a real person. Contrary to the many assumptions here I am not an ignorant recent graduate but a middle aged teacher who came from a different district to this one. You seem to come from a place of caring about kids — while slinging unfounded insults at me — but nevertheless have not defined for me what “equitable outcomes” are supposed to be. No one in my former or I presume my new school would ever give an assignment like the one you describe, so it is an unfair straw man. In my old school, and in much of the country, “outcomes” are test scores. I cannot guarantee they will be equal, or equitable, however we define that.

You are still stuck —quite stupidly— on the idea that equitable outcomes means equal. You’ve been told your perception is incorrect. I am terribly worried that you might teach one of my own kids or be a coworker.

Anti-racism says that any policy or action that results in unequal racial outcomes is racism. Many school districts have adopted anti-racism as one of their core ideals and have vowed to stamp out racism. How do you square that with what you just said?

1) Yeah, you are still wedded to the idea of equity means equal. It’s not what anti-racism is asking of you as a teacher. Multiple posters have tried to help you grasp the difference. I don’t think you lack the intelligence to understand. You are ideologically committed to misunderstanding because otherwise your argument falls apart.

2) You act as those there’s a knee-jerk situation in which a teacher gives one test and if there are not equal scores across all races, she or he is accused of being racist. That is simply not how it works. For one thing, teachers and administrators look for patterns that lack other explanations. For another, teachers and administrators are given multiple opportunities to address inequitable outcomes regardless of the cause —unless the cause is blatant racism, in which case, would you really want to give the adult multiple chances to desist being blatantly racist OR would you want them to stop being a blatant racist immediately? I hope the latter.

I no longer believe you are a teacher at all. I think you are just a troll and not a really effective one either. .

1. I am the PP, not OP. I'm a parent, not a teacher.
2. The exact scenario you described was called "systemic racism" by our child's principal last year as he explained unintentional racism. He went on to say that the test would need to be changed or done away with which is insane. This is the sort of race to the bottom that many of us are seeing. And again, many districts have adopted anti-racist policies as defined by Kendi. This means that if a principal or teacher's students consistently perform differently by race, at some point the admin are going to blame that principal or teacher.

Nah -- your just racist. And, the problem for you, is that we no longer forgive it. We now call you a racist and reject your straw-man pretend arguments that you somehow think are relevant. They are not, but they are a good marker for knowing who to avoid as a racist.

Can you connect the dots between what I said and me being racist? I'm sure it makes sense in Woke but the rest of us can't figure it out.

[Anonymous]

Anonymous wrote:You are being tasked with providing equal opportunity for students. So, if you have underperforming students, it is part of your job to try and investigate what may be contributing to their lower performance. Some real world examples.

Like the one teacher above, if you have someone who is not turning in assignments, rather than just grading them down, you should investigate and if the problem is that they don't have access to paper, pencils, and such, provide that from school supplies that you keep in the room. If you don't have those supplies, see if you can get one from a child that has a bigger supply or asking if the school, PTA or parents might be able to contribute extra supplies to your classroom.

If you have a child underperforming and you find out that they are not registered for FARMS, but qualify and they may be underperforming because of not getting breakfast before school, you communicate with their family or you help the child/family to register for FARMS.

If you have a child who is not doing turning in assignments because they don't have a computer and can't always get to the library to use a public one, then you can help them contact the IT team for the school or school district to help them get a school district loaner or assigned device for them to use. In our school district, this also includes families who don't have WiFi at home, and the district IT group can also provide a hotspot for the family to have a WiFi connection at home and the child doesn't have to go someplace with public WiFi to get access.

There are just a few scenarios, but you are supposed to ensure that if children are underperforming, that that is not due to having inequitable resources available to them, resources that can be provided to give them an outlet.

Another more extreme example (one that can't be duplicated in every school). There was a story of a principal who found several kids were performing poorly because they did not always have access or could not always afford to do laundry and they were self-conscious and made fun of because of unwashed clothing. The principal let it be known around that kids having that problem could bring their laundry to the school facilities where they laundered sports/gym supplies and do their laundry there. The great guy even shelled out of his own pocket to keep a closet of laundry supplies that anyone was welcome to use. Several students started performing much better when they had clean clothes and were no longer bullied for their unclean clothes. In this case, it also helped decrease truancy, too. Many of the kids who were bullied were just skipping school to avoid being made fun of because they didn't have clean clothes.

This is not the original story that I had read, but it's a similar situation:
https://www.cnn.com/2018/08/21/health/iyw-school-laundry-room-trnd/index.html

This is awesome. Kudos to the people who do these kinds of things.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yeah - fake post. Well the “post” is real in that exists. Typical racists crap. Anyone of average intelligence who graduated with a teaching degree - and that obviously does not include the person making the post - understands the issues that disparity imposed, and that you cannot ignore them in the classroom.

The issue largely arose because kids in classrooms were largely from the same socio-economic group. But, obviously, that has never been the case with all students in the classroom and ignoring that fact is not permitted. So - no - you cannot assign a project that requires kids to have access to materials or abilities that are not available to all kids.

Example: Everyone in your 3rd grade class needs to go to the public library and get a library card. Problem: Billy’s mom is single parenting and his Grandma watches him after school. Grandma is great but does not drive and it is a 3 mile walk from Grandmas house to the library. When Billy’s mom gets home the library is closed. When Billy cannot show his new library card in class 2 weeks later shall we blame Billy? What do you think Billy got out of that assignment? Did it make Billy a more confident student? Did it make Billy want to go to the library and get books to read? Or, did you just embarrass and humiliate Billy?

Frankly - embarrassing and humiliating Billy is what the poster wants. Ha ha. Isn’t that fun?

Well I am the OP and I am a real person. Contrary to the many assumptions here I am not an ignorant recent graduate but a middle aged teacher who came from a different district to this one. You seem to come from a place of caring about kids — while slinging unfounded insults at me — but nevertheless have not defined for me what “equitable outcomes” are supposed to be. No one in my former or I presume my new school would ever give an assignment like the one you describe, so it is an unfair straw man. In my old school, and in much of the country, “outcomes” are test scores. I cannot guarantee they will be equal, or equitable, however we define that.

You are still stuck —quite stupidly— on the idea that equitable outcomes means equal. You’ve been told your perception is incorrect. I am terribly worried that you might teach one of my own kids or be a coworker.

Anti-racism says that any policy or action that results in unequal racial outcomes is racism. Many school districts have adopted anti-racism as one of their core ideals and have vowed to stamp out racism. How do you square that with what you just said?

1) Yeah, you are still wedded to the idea of equity means equal. It’s not what anti-racism is asking of you as a teacher. Multiple posters have tried to help you grasp the difference. I don’t think you lack the intelligence to understand. You are ideologically committed to misunderstanding because otherwise your argument falls apart.

2) You act as those there’s a knee-jerk situation in which a teacher gives one test and if there are not equal scores across all races, she or he is accused of being racist. That is simply not how it works. For one thing, teachers and administrators look for patterns that lack other explanations. For another, teachers and administrators are given multiple opportunities to address inequitable outcomes regardless of the cause —unless the cause is blatant racism, in which case, would you really want to give the adult multiple chances to desist being blatantly racist OR would you want them to stop being a blatant racist immediately? I hope the latter.

I no longer believe you are a teacher at all. I think you are just a troll and not a really effective one either. .

1. I am the PP, not OP. I'm a parent, not a teacher.
2. The exact scenario you described was called "systemic racism" by our child's principal last year as he explained unintentional racism. He went on to say that the test would need to be changed or done away with which is insane. This is the sort of race to the bottom that many of us are seeing. And again, many districts have adopted anti-racist policies as defined by Kendi. This means that if a principal or teacher's students consistently perform differently by race, at some point the admin are going to blame that principal or teacher.

Nah -- your just racist. And, the problem for you, is that we no longer forgive it. We now call you a racist and reject your straw-man pretend arguments that you somehow think are relevant. They are not, but they are a good marker for knowing who to avoid as a racist.

Anti-racism is grounded in the belief that there are no inherent, biological differences between intelligence of the races and thus differences in educational outcomes are related to systemic racism--how generations and generations of inequities have influenced cultures, family structures, are built into institutions, testing systems etc. (If you believe that there are biological differences between the intelligence of races then we're in a whole different conversation space and I would encourage you to read some of the very good research that counters this in the area of population genetics)

But given this assumption, if these institutions produce unequal outcomes on the basis of race, then they are still showing some inequities and antiracist policies should be created to minimize these. But no one is expecting any one teacher, principal or whatever to produce equality when the whole society is not and has not been for generations--nor to limit schools' focus on learning or excellence. Rather to view policies and practices for how they might not contribute to unequal outcomes--which sometimes means dismantling current practices if it is shown they are inequitable. For instance, much of the work on SAT tests for instance has shown these tests have little predictive value of success in college or careers controlling for HS GPA and demographic factors. SAT scores more highly correlate with family socioeconomic status than anything else. Thus more colleges are moving to test optional to remove an artificial barrier that told little about how someone would do academically or in their careers. SAT isn't absolutely meaningless (if you hold parental education, household income and HS GPA constant it does add a bit of predictive value), but it doesn't matter enough to be a barrier to admissions.
However, HS GPA/class rank and taking rigorous courses in HS IS a good predictor of future success. In this case, antiracist policies would say it is important to ensure equitable access to AP/IB courses in HS and to be sure there isn't discrimination in the math placement in MS where equally capable Black students have less access to algebra than students of other races.

[Anonymous]

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:Yeah - fake post. Well the “post” is real in that exists. Typical racists crap. Anyone of average intelligence who graduated with a teaching degree - and that obviously does not include the person making the post - understands the issues that disparity imposed, and that you cannot ignore them in the classroom.

The issue largely arose because kids in classrooms were largely from the same socio-economic group. But, obviously, that has never been the case with all students in the classroom and ignoring that fact is not permitted. So - no - you cannot assign a project that requires kids to have access to materials or abilities that are not available to all kids.

Example: Everyone in your 3rd grade class needs to go to the public library and get a library card. Problem: Billy’s mom is single parenting and his Grandma watches him after school. Grandma is great but does not drive and it is a 3 mile walk from Grandmas house to the library. When Billy’s mom gets home the library is closed. When Billy cannot show his new library card in class 2 weeks later shall we blame Billy? What do you think Billy got out of that assignment? Did it make Billy a more confident student? Did it make Billy want to go to the library and get books to read? Or, did you just embarrass and humiliate Billy?

Frankly - embarrassing and humiliating Billy is what the poster wants. Ha ha. Isn’t that fun?

Well I am the OP and I am a real person. Contrary to the many assumptions here I am not an ignorant recent graduate but a middle aged teacher who came from a different district to this one. You seem to come from a place of caring about kids — while slinging unfounded insults at me — but nevertheless have not defined for me what “equitable outcomes” are supposed to be. No one in my former or I presume my new school would ever give an assignment like the one you describe, so it is an unfair straw man. In my old school, and in much of the country, “outcomes” are test scores. I cannot guarantee they will be equal, or equitable, however we define that.

You are still stuck —quite stupidly— on the idea that equitable outcomes means equal. You’ve been told your perception is incorrect. I am terribly worried that you might teach one of my own kids or be a coworker.

Anti-racism says that any policy or action that results in unequal racial outcomes is racism. Many school districts have adopted anti-racism as one of their core ideals and have vowed to stamp out racism. How do you square that with what you just said?

1) Yeah, you are still wedded to the idea of equity means equal. It’s not what anti-racism is asking of you as a teacher. Multiple posters have tried to help you grasp the difference. I don’t think you lack the intelligence to understand. You are ideologically committed to misunderstanding because otherwise your argument falls apart.

2) You act as those there’s a knee-jerk situation in which a teacher gives one test and if there are not equal scores across all races, she or he is accused of being racist. That is simply not how it works. For one thing, teachers and administrators look for patterns that lack other explanations. For another, teachers and administrators are given multiple opportunities to address inequitable outcomes regardless of the cause —unless the cause is blatant racism, in which case, would you really want to give the adult multiple chances to desist being blatantly racist OR would you want them to stop being a blatant racist immediately? I hope the latter.

I no longer believe you are a teacher at all. I think you are just a troll and not a really effective one either. .

1. I am the PP, not OP. I'm a parent, not a teacher.
2. The exact scenario you described was called "systemic racism" by our child's principal last year as he explained unintentional racism. He went on to say that the test would need to be changed or done away with which is insane. This is the sort of race to the bottom that many of us are seeing. And again, many districts have adopted anti-racist policies as defined by Kendi. This means that if a principal or teacher's students consistently perform differently by race, at some point the admin are going to blame that principal or teacher.

Nah -- your just racist. And, the problem for you, is that we no longer forgive it. We now call you a racist and reject your straw-man pretend arguments that you somehow think are relevant. They are not, but they are a good marker for knowing who to avoid as a racist.

Anti-racism is grounded in the belief that there are no inherent, biological differences between intelligence of the races and thus differences in educational outcomes are related to systemic racism--how generations and generations of inequities have influenced cultures, family structures, are built into institutions, testing systems etc. (If you believe that there are biological differences between the intelligence of races then we're in a whole different conversation space and I would encourage you to read some of the very good research that counters this in the area of population genetics)

But given this assumption, if these institutions produce unequal outcomes on the basis of race, then they are still showing some inequities and antiracist policies should be created to minimize these. But no one is expecting any one teacher, principal or whatever to produce equality when the whole society is not and has not been for generations--nor to limit schools' focus on learning or excellence. Rather to view policies and practices for how they might not contribute to unequal outcomes--which sometimes means dismantling current practices if it is shown they are inequitable. For instance, much of the work on SAT tests for instance has shown these tests have little predictive value of success in college or careers controlling for HS GPA and demographic factors. SAT scores more highly correlate with family socioeconomic status than anything else. Thus more colleges are moving to test optional to remove an artificial barrier that told little about how someone would do academically or in their careers. SAT isn't absolutely meaningless (if you hold parental education, household income and HS GPA constant it does add a bit of predictive value), but it doesn't matter enough to be a barrier to admissions.
However, HS GPA/class rank and taking rigorous courses in HS IS a good predictor of future success. In this case, antiracist policies would say it is important to ensure equitable access to AP/IB courses in HS and to be sure there isn't discrimination in the math placement in MS where equally capable Black students have less access to algebra than students of other races.

And culture plays no part, eh?

[Anonymous]

Anonymous wrote:Thanks for the responses. I’m trying to dig deeper on what equitable outcomes means since it’s part of what I will be evaluated on, it sounds like. If it doesn’t mean equal outcomes, then what does it mean in terms of learning outcomes, scores, grades, etc. ?

Troll. You are so obviously not a teacher. Go away.

[Anonymous]

Anonymous wrote:How did you become a teacher without any discussion or awareness of equity issues and their impact on how children learn? Genuinely curious.

This is a tuckems loving troll.

Verdict: Not a teacher.