We have seen the symbolic images of three people — of three different heights — trying to watch a baseball game over a fence, each standing on an identical box. In the first picture, titled “Equality,” only the tallest person has a perfect view of the game. The person in the middle can see most of the game, but the shortest gets only glimpses through the cracks in the fence.
In the second picture, the tall person stands on the ground, the medium-sized person stands on one box and the shortest person stands on top of two boxes. All three have unobstructed views of the game, and the image caption reads “Equity.”
If we apply the “Is it equal or is it equitable?” principle to educational contexts, however, the solutions may not be as straightforward. Due to their economic, racial, ethnic or cultural backgrounds, some students need more assistance than others. In the Fitchburg State University online Master of Education (M.Ed.) in Curriculum and Teaching (Non-Licensure) program, courses like Dynamic Perspectives in Education and Differentiating Content Instruction give educators the foundation to consider students’ distinct circumstances and needs to create more equitable curricula and learning opportunities.
Create Curricula and Experiences That Acknowledge and Reflect Student Diversity
Since 1954, when the Brown v. Board of Education decision mandated the integration of schools, the U.S. population and, consequently, the U.S. student population have become increasingly diverse. But the gap between white and non-white students, U.S. and foreign-born students, and neurotypical and neurodiverse students still needs closing. The differences in student achievement and success reflect many crucial aspects of the family’s financial situation, the primary language spoken at home and the student’s motivation to succeed.
According to Science News, the learning gap between students from lower-income households and those from higher-income families has persisted over decades. Schools in poorer neighborhoods in the U.S. typically receive less funding, which ultimately perpetuates a cycle of both poverty and racial inequality. For administrators, addressing such inequities may be an area of focus for long-term change. But what can one do as a teacher with little say about the school’s finances?
Although it may seem the most obvious, funding is not the only issue toward a path of equity. Teachers still have a significant influence on student learning, and the academic standards to which each student is held can also play an important role. Teachers can help by considering each student’s abilities and needs so that all students can access the curriculum.
Prodigy suggests approaching educational equity a bit like personalized learning. Recommended techniques include:
- Holding different but equitable expectations for students’ assignments (writing less, different due dates)
- Providing the academic and social-emotional support of a teacher or external aide both inside and outside the classroom
- Offering resources at a different reading level or in the student’s first language
Teachers, administrators and other school leaders must collaborate to ensure all students can access the resources they need to succeed, including appropriate classroom materials, extra training and/or coaching, after-school programs, technology and access to high-level curricula.
Such resources and accommodations do not always make the classroom more “equal,” as some students receive more support, time and focused attention. However, they foster more equity by providing additional resources to students with greater needs.
Become an Empowering Educator With Fitchburg State University
Finally, educators must encourage students to pursue a path of success. The NAAIA Foundation writes that “students from underserved populations are less inclined to pursue education beyond high school compared to their peers from more resource-rich communities.” The obstacles of an underserved student’s life may stop them from even completing high school.
To achieve educational equity, teachers must understand the systemic issues that continue creating disparities. It requires teachers to go beyond expectations and ensure that everyone’s needs are met by giving students the support and skills to overcome obstacles and learn well. Educators can develop this awareness and strategies for enacting change through Fitchburg State’s online M.Ed. in Curriculum and Teaching (Non-Licensure) program, which does not lead to initial or professional teacher licensure but prepares students for professional roles such as curriculum and assessment director, curriculum and instruction director, curriculum coordinator, education specialist and instructional systems specialist.
Learn more about Fitchburg State University’s online Master of Education in Curriculum and Teaching (Non-Licensure) program.
