Education Week - October 10, 2018 - 16

COMMENTARY
Five Steps for a More Equitable Future

B

By Michele Shannon
y most analyses, schools across the country
are as segregated today as they were during the Civil Rights era. Both racial and
economic segregation are growing. And for
many young people of color, when the two
come together, it usually means less access
to great teachers and challenging classes,
and a greater likelihood of being held back
or suspended. The percentage of public schools where between 75 to 100 percent of students are both poor and Black
or Latino has nearly doubled since 2000, according to a 2016
report from the U.S. Government Accountability Office.
For district and school leaders, taking on segregation
might seem like a daunting, if not impossible, task. After
all, school integration efforts in the United States have
had a winding and tortuous history. Policies have been
tried and failed or abandoned; court mandates have been
issued, and undone.
However, integration must be part of a leader's plan
to address inequities in her schools. Students who attend majority high-poverty schools are less likely to go
to college and more likely to drop out of high school. I'm
living proof of this. Growing up, I went to schools where
almost all my classmates were children of color like me.
I dropped out of college, completely unprepared for the
academic rigor, and took years to muster the courage to
make my way back to the university.
Contrast that with racially and socioeconomically integrated schools, where research has found smaller achievement gaps between students of color and their white

"

Students who attend majority
high-poverty schools are less likely
to go to college and more likely
to drop out of high school.
I'm living proof of this."
classmates compared to similar more segregated schools.
Tackling inequities takes strong, brave, and thoughtful
leadership. In my work with both district and school leaders at the NYC Leadership Academy, I have seen how a
handful of research-based leadership dispositions can help
them take steps to make their schools more equitable.
1. Reflect on your personal assumptions, beliefs,
and behaviors.
Addressing segregation requires that we talk openly
about its root cause: racism and implicit bias. For school
system leaders to be able to lead productive and difficult
discussions with staff, students, and community members
about deep-seated racial bias and how it has played out in
their community, leaders must first reflect on their own
beliefs and behaviors. If, as leaders, we are not aware of
how our own racial identity and biases play out in our
work, then we are simply perpetuating opportunity and
achievement gaps. As the founding principal of a New

Getty

Public Schools Can't Ignore Religion

16 | EDUCATION WEEK | October 10, 2018 | www.edweek.org/go/commentary

York City school for six years whose students, while predominately black, hailed from many different cultures, I
had to actively explore my own African-American identity while learning about and affirming my students' experiences. As former Saint Paul, Minn., superintendent
Valeria Silva has said about the results of her own selfreflection, "I began walking the schools differently, asking
principals different questions, noticing how parents got
access to schools, or didn't."
2. Publicly model a personal belief system that is
student-centered and grounded in equity.
When you take discussions about race to your staff,
school board members, or families, you will inevitably get
some pushback. This work is uncomfortable-many of us
are afraid that we will be called a racist-so resistance is
normal. As leaders, we can model vulnerability by talking
publicly about our own identity, biases, and privilege and
the work we are doing to become more aware of them.
For example, longtime superintendent John Deasy-with
whom I worked when he led the Los Angeles Unified
School District and I was supporting the development of
the district's school leadership pipeline-has consistently
modeled his commitment to racial equity by openly discussing the privilege he carries as a white man.
3. Act with cultural competence and responsiveness in interactions, decisionmaking, and practice.
As we model our beliefs, we can then begin to integrate
them into our work. As chief of schools in Boston from 2015
to 2017, I was charged with helping turn around some of
the city's lowest-performing schools whose students were
almost entirely children of color. Basing every decision on
the needs of each student, my team and I prioritized inte-

S

By Diane L. Moore
hould religion be taught in
public schools?
Yes, but not in the ways you
might think.
There has been much publicity in recent years highlighting how ignorant U.S. citizens
are about religion. The 2010
U.S. Religious Knowledge Survey conducted
by the Pew Research Center (the most recent available of its type), for example, revealed that only 66 percent of Christians
surveyed knew that Genesis is the first book
of the Bible, fewer than half of Americans
knew that the Dalai Lama is Buddhist, and
even fewer knew that Shiva and Vishnu
were associated with Hinduism.
The Pew survey reflects the same kinds
of knowledge about religion that students
might learn in U.S. public schools. For example, in nearly all world history or world culture textbooks, students will find a "religion
unit" with the primary content represented
through three to five pages of multicolored
charts representing the "major world religions" and highlighting their "facts" such as
number of adherents, geographical location,
founder or major figures, scripture, ritual
practices, and beliefs. Here students learn
about the Four Noble Truths of Buddhism,
the Five Pillars of Islam, and the 10 Commandments of Judaism and Christianity.
At first glance, this may sound like a good
vehicle to strengthen knowledge about religion, but the limitation of this approach is


http://www.edweek.org/go/commentary

Education Week - October 10, 2018

Table of Contents for the Digital Edition of Education Week - October 10, 2018

Education Week - October 10, 2018
Facebook’s New Teen Drama Blurs the Line Between Real and Fake
Why Teachers Stay Silent About Sexual Assault
Election Puts Spotlight on Precarious Position Of State Superintendents
Technology Turns Up the Tempo in Music Classes
Contents
Report Roundup
News in Brief
How Schools Can Help as Teen Brains Mature
DeVos Takes Message on Southern Road Trip
ESSA Plans Fall Short in Spec. Ed. Arena, Advocacy Group Says
Feds Probing Transgender Policy, Alleged Assault
Education Department Gets Small Funding Hike
Michele Shannon: Five Steps for a More Equitable Future
Diane L. Moore: Public Schools Can’t Ignore Religion
TopSchoolJobs Recruitment Marketplace
Nan Stein & Bruce Taylor: It Can Happen Anywhere
Education Week - October 10, 2018 - Technology Turns Up the Tempo in Music Classes
Education Week - October 10, 2018 - 2
Education Week - October 10, 2018 - Contents
Education Week - October 10, 2018 - News in Brief
Education Week - October 10, 2018 - 5
Education Week - October 10, 2018 - 6
Education Week - October 10, 2018 - How Schools Can Help as Teen Brains Mature
Education Week - October 10, 2018 - 8
Education Week - October 10, 2018 - 9
Education Week - October 10, 2018 - 10
Education Week - October 10, 2018 - 11
Education Week - October 10, 2018 - ESSA Plans Fall Short in Spec. Ed. Arena, Advocacy Group Says
Education Week - October 10, 2018 - Feds Probing Transgender Policy, Alleged Assault
Education Week - October 10, 2018 - Education Department Gets Small Funding Hike
Education Week - October 10, 2018 - 15
Education Week - October 10, 2018 - Diane L. Moore: Public Schools Can’t Ignore Religion
Education Week - October 10, 2018 - 17
Education Week - October 10, 2018 - 18
Education Week - October 10, 2018 - TopSchoolJobs Recruitment Marketplace
Education Week - October 10, 2018 - Nan Stein & Bruce Taylor: It Can Happen Anywhere
Education Week - October 10, 2018 - CW1
Education Week - October 10, 2018 - CW2
Education Week - October 10, 2018 - CW3
Education Week - October 10, 2018 - CW4
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