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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]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?  [/quote]

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.[/quote]

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.[/quote]
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? [/quote]

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. .

[/quote]
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.[/quote]

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.

[/quote]

[b]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[/b]--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.
[/quote]
And culture plays no part, eh? [/quote]

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