Schools with equitable outcomes provide challenging and relevant curriculum to ensure that students from diverse cultural, racial, socioeconomic, linguistic, sexual orientation and special needs backgrounds achieve at high levels. A single vision for high achievement for all students is apparent in the structure and culture of the school and through the daily teacher practice in every classroom. To establish equitable outcomes teachers use what they know about students and their lives outside of school to design rigorous curriculum that meets individual learning needs and is connected to real life experiences. The result is that students see themselves—their interests and perspectives—reflected in their coursework. They feel empowered by and invested in what they are learning because they are gaining academic knowledge and skills that prepare them for college, work and citizenship.
In successful small schools, equitable outcomes are a function of a personalized environment that provides regular opportunities for students and teachers to structure powerful teaching and learning. This is in contrast to large schools, where students—particularly students of color or from low-income families—often report feeling disengaged from teachers, administrators and peers.
What are some considerations for ensuring equitable outcomes?
- Embrace diversity. Successful teachers do not shy away from issues of race, culture or background; they encourage discussion and reflection in their classrooms and among their peers. Embracing diversity begins with teachers honestly examining their own attitudes about people of different race, ethnicity, sexual orientation, and disability, and looking at how they respond in situations where there is diversity. Until they know themselves well, it is impossible for teachers (or anyone) to genuinely accept people and their differences. Teachers need time, and often coaching, to examine their own biases and define a school culture that honors what members of the school community share in common and what makes each individual unique.
Building on their self-reflection and acceptance of diversity, teachers can connect with students in meaningful ways. With opportunities to know students over time (such as through looping and advisories) and to engage parents actively in the work of the school, teachers learn about how students see themselves and the world. Teachers use this knowledge to engage students in coursework related to their diverse backgrounds, and to foster a positive classroom environment based on respect for self and others.
Schools need to specifically train teachers to incorporate students’ backgrounds into their instruction. Teachers need professional development to expand their cultural sensitivity and ability to address issues of equity in the classroom.
By embracing diversity and actively rejecting negative stereotypes, racist behavior and false misconceptions, teachers set the standard that every student in every classroom is capable of achieving at high levels and realizing ambitious dreams for the future.
- Accommodate diverse learning styles. Every student brings to the classroom his or her own learning style. For example, while some grasp concepts easily through written text or visual diagrams, others learn best by discussing ideas in a small group. Effective teachers consciously use a variety of strategies—direct instruction, guided inquiry, small group work, independent research—to give students a range of ways to connect with course material. Understanding how students learn is as important as understanding who they are as individuals. Strategies such as differentiated instruction and scaffolding allow teachers to challenge students with different learning styles, backgrounds, abilities and interests in a single class.
- Ensure access and support. The essential components of achieving equitable outcomes are holding all students to the same rigorous performance standards, and providing equitable access and support. Access is the availability of challenging courses with high expectations for all students. Support refers to the ways that the school’s structure and culture provides the time and resources to help all students succeed. The measure of whether these components are effective is student outcomes.
Schools with truly equitable access and support for learning see minimal variation in achievement due to race, income, language and gender. Schools may point to increased numbers of students of color or from low-income families taking Advanced Placement classes as an indication of increased access to rigorous learning. Or they may tout the addition of peer-to-peer tutoring, translation services and after school enrichment programs to help students succeed in demanding classes. But unless these kinds of policies and practices are purposefully integrated they do not result in significant change for students who traditionally underachieve. When schools disaggregate their performance data, all students – not just certain groups – should be meeting high standards.
- Welcome families to the life of the school. Parents shape their children’s views of school and the importance of education. While a school may provide equitable access to challenging learning, whether students fully take advantage of those opportunities rests with the attitudes about education that they have gained at home. Making parents feel like welcome and valued members of the school community is an important (and often neglected) element of equitable outcomes. Parents have a range of memories from their own school experiences, many of which carry over to how they view their children’s education.
Small schools’ commitment to parent engagement helps create safe spaces where parents can discuss and reflect on school and their children. Home visits, translation services, and meetings at community centers and local houses of worship send the message that the school cares about connecting with families. When parents are invited and involved, they are more likely and better able to encourage their children to take advantage of what school has to offer and to support their children’s efforts to achieve at high levels.
Review this element on the Oregon Small Schools Initiative School Change Rubric Self-Assessment Tool.
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