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[quote=Anonymous][quote=Anonymous][quote=Anonymous]How did you become a teacher without any discussion or awareness of equity issues and their impact on how children learn? Genuinely curious. [/quote]

I mean yes, of course it was covered in my classes, but what I am asking about is what it means to be accountable for “equitable outcomes.” It’s not a phrase that I’ve been able to define yet. I hear that equal and equitable are not the same, but how can an outcome be equitable? Test scores and grades are either the same between demographic groups or they’re not. And if I’m to be accountable for making them the same I need to know that.[/quote]

One way this gets operationalized is if you have policies that systematically make it so grades are lower for one group over another due to some arbitrary policy not connected meaningfully to the measured learning (like the above "require a pencil" example, or giving points for returning something that requires a parent signature, or assigning a high grade project where the project involves high speed internet connections at home or significant parental involvement).  You might apply that policy in an equal way (i.e., every child has the same requirements) but the outcomes aren't equitable (i.e., there are systematic differences due to family composition, wealth, parent language related to your policy).  They might ask you to reflect on your teaching practices if they find consistently over time in your particular classes there are notable differences where kids of a particular race, ethnicity or socio-economic background are systematically performing worse in your class than they are on average in the county on standardized assessments.[/quote]

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