Educational equity and school improvement are mutually inclusive goals. Excellence cannot exist without equitable experiences and results for all students. While educators make many efforts to "level the playing field" for all students, we know that some

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Office of Educational EquityOregon Department of
Education

• Educational equity and school improvement are
  mutually inclusive goals. Excellence cannot exist
  without equitable experiences and results for all
  students. While educators make many efforts to
  "level the playing field" for all students, we
  know that some groups of students do not
  experience equal learning opportunities and do
  not achieve at the academic and citizenship
  levels necessary. Such groups of students
  include children and youth who are female or
  male (depending on the academic subject),
  immigrants, ethnic minorities, American Indians,
  the migrant or homeless, the neglected or
  delinquent, the students who are improving their
  Academic English proficiency, individuals with
  disabilities, and children and youth who live in
  high poverty areas. This session will provide an
  opportunity to challenge major assumptions and
  reach the underpinnings of our educational
  pedagogy.

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Ideas that Work at the State Level 2013

• Brutal Facts The National Picture
• Historical Opportunity The National Discourse
  and The State Discourse of the Needed Pedagogical
  Work
• Office of Educational Equity Access, Excellence
  Social Justice
• Humility and Will
• David Bautista, Assistant Superintendent
• Office of Educational Equity
• david.bautista_at_state.or.us
• 503-947-5750

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Historical Opportunity

• Reflection
• Dialogue
• Being Passionate about our Work

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Diversity, Access, Equity and Learning

• Principle One Learning is a Complex Process
• Principle Two Learning Needs to be Understood
  Within the Sociopolitical Context of Education
• Principle Three Educational Reform Needs to be
  Based on Access and Equity for All Students
• Principle Four The Nature of Teacher-Student
  Relationships is Central to Student Learning

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The Equity Commission of Excellence

• The situation is dire, the agenda urgent. From
  parent associations to Capitol Hill, from
  classroom teachers to the White Housethere is
  work to be done and passion to be spent by all of
  us who appreciate the stakes for our children and
  for the nations future. If we fail in this work,
  we will forfeit our position of economic and
  moral leadership. We will risk the future of our
  people and of America as we know it.

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The Courage to Act

• Our system does not distribute opportunity
  equitable. Our leaders decry but tolerate
  disparities in student outcomes that are not only
  unfair, but socially and economically dangerous.
  Our nations state commitments to academic
  excellence are often eloquent but, without more,
  an insufficient response to challenges at home
  and globally.
• The Equity
  Commission of Excellence
• February
  2, 2013

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Commissions report provides a five-part
framework of tightly interrelated recommendations
to guide policymaking

• Equitable School Finance systems so that a
  childs critical opportunities are not a function
  of his or her zip code
• Teachers, Principals and Curricula effective
  enough to provide children with the opportunity
  to thrive in a changing world
• Early Childhood Education with an academic focus,
  to narrow the disparities in readiness when kids
  reach kindergarten
• Mitigating Povertys Effects with broad access
  not only to early childhood education, but also
  to a range of support services necessary to
  promote student success and family engagement in
  school effective measures to improve outcomes
  for student groups especially likely to be left
  behindincluding English-language learners,
  children in Indian country or isolated rural
  areas, children with special education needs, and
  those involved in the child welfare or juvenile
  justice systems and
• Accountability and Governance reforms to make
  clearer who is responsible for what, attach
  consequences to performance, and ensure that
  national commitments to equity and excellence are
  reflected in results on the ground, not just in
  speeches during campaigns.

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Historical Opportunity

• Governors 40/40/20
• Education focus on 0 to 20
• Strategic Plans
• Oregon Department of Education
• Statewide ELL Plan
• Equity Lens
• Deputy Superintendent Appointed
• Legislature attention to the education demands

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Oregon The State of Education

• Age 25 and Older
• 28.9 of Oregonians hold a Bachelors degree or
  more
• 26.7 hold a 1-year certificate or Associates
  degree
• 11.1 of Oregonians do not hold a high school
  diploma

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All Oregon

• 10 Advanced Degree
• 18 Bachelors Degree
• 35 Some College/Associates
• 25 High School Graduate
• 11 Less than High School

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Sub-group

• White
• 11 Advanced Degree
• 20 Bachelors
• 36 Some College/Associates
• 25 High School Graduate
• 8 Less than High School

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Sub-group

• Black-African American
• 10 Advanced Degree
• 14 Bachelors Degree
• 42 Some College/Associates
• 20 High School Graduate
• 15 Less than High School

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Sub-group

• Hispanic/Latino
• 3 Advanced Degree
• 8 Bachelors Degree
• 23 Some College/Associates
• 22 High School Graduate
• 44 Less than High School

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Sub-group

• Asian/Pacific Islander
• 20 Advanced Degree
• 23 Bachelors
• 23 Some College/Associates
• 18 High School Graduate
• 15 Less than High School

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Sub-group

• American Indian/Alaska Native
• 3 Advanced Degree
• 11 Bachelors
• 49 Some College/Associates
• 24 High School Graduate
• 13 Less than High School

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The Case for Equity

• Equity requires the intentional examination of
  systemic policies and practices that, even if
  they have the appearance of fairness, may in
  effect serve to marginalize some and perpetuate
  disparities.

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Equity Lens

• The primary focus of the equity lens is on race
  and ethnicity. While there continues to be a deep
  commitment to many other areas of the opportunity
  gap, we know that a focus on race by everyone
  connected to the educational milieu allows direct
  improvements in the other areas. We also know
  that race and ethnicity continue to compound
  disparity. We are committed to explicitly
  identifying disparities in education outcomes for
  the purpose of targeting areas for action,
  intervention and investment.

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Beliefs

• We believe that everyone has the ability to learn
  and that we have an ethical responsibility and a
  moral responsibility to ensure an education
  system that provides optimal learning
  environments that lead students to be prepared
  for their individual futures.
• We believe that speaking a language other than
  English is an asset and that our education system
  must celebrate and enhance this ability alongside
  appropriate and culturally responsive support for
  English as a second language.

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Beliefs

• We believe students receiving special education
  services are an integral part of our educational
  responsibility and we must welcome the
  opportunity to be inclusive, make appropriate
  accommodations, and celebrate their assets. We
  must directly address the over-representation of
  children of color in special education and the
  under-representation in talented and gifted.

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Beliefs

• We believe that the students who have previously
  been described as at risk, underperforming,
  under-represented, or minority actually represent
  Oregons best opportunity to improve overall
  educational outcomes. We have many counties in
  rural and urban communities that already have
  populations of color that make up the majority.
  Our ability to meet the needs of this
  increasingly diverse population is a critical
  strategy for us to successfully reach our
  40/40/20 goals.

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We believe that intentional and proven practices
must be implemented to return out of school youth
to the appropriate educational setting. We
recognize that this will require us to challenge
and change our current educational setting to be
more culturally responsive, safe, and responsive
to the significant number of elementary, middle,
and high school students who are currently out of
school. We must make our schools safe for every
learner. We believe that ending disparities and
gaps in achievement begin in the delivery of
quality Early Learner programs and appropriate
parent engagement and support. This is not simply
an expansion of services -- it is a recognition
that we need to provide services in a way that
best meets the needs of our most diverse segment
of the population, 0-5 year olds and their
families.
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We believe that resource allocation demonstrates
our priorities and our values and that we
demonstrate our priorities and our commitment to
rural communities, communities of color, English
language learners, and out of school youth in the
ways we allocate resources and make educational
investments. We believe that communities,
parents, teachers, and community-based
organizations have unique and important solutions
to improving outcomes for our students and
educational systems. Our work will only be
successful if we are able to truly partner with
the community, engage with respect, authentically
listen -- and have the courage to share decision
making, control, and resources.
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We believe every learner should have access to
information about a broad array of career/job
opportunities and apprenticeships that will show
them multiple paths to employment yielding
family-wage incomes, without diminishing the
responsibility to ensure that each learner is
prepared with the requisite skills to make
choices for their future. We believe that our
community colleges and university systems have a
critical role in serving our diverse populations,
rural communities, English language learners and
students with disabilities. Our institutions of
higher education, and the P-20 system, will truly
offer the best educational experience when their
campus faculty, staff and students reflect this
state, its growing diversity and the ability for
all of these populations to be educationally
successful and ultimately employed.
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We believe the rich history and culture of
learners is a source of pride and an asset to
embrace and celebrate. And, we believe in the
importance of supporting great teaching. Research
is clear that teachers are among the most
powerful influences in (student) learning. An
equitable education system requires providing
teachers with the tools and support to meet the
needs of each student.
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Conclusion

• I used to think
• Now, I think