The future of education equity in the US: How do we move forward?

On January 19th of this school year, I start my first meeting with the Minnesota Aspiring Superintendent Academy cohort. Before our first meeting next week, we were asked to read the following article titled “Shaping the Future of American Public Education: What’s Next for Changemakers?” I think this article really gets at the root cause of our primary issues with the public education system today. Don’t get me wrong though; we have a lot of amazing things happening in pockets throughout public education in the United States.

The big question I’m currently grappling with from this whitepaper is, have we reached a point in the US (or even just Minnesota) where we’re ready to collaborate around the big idea of the purpose of education, and especially equity? Are we all ready to look at our own implicit biases and beliefs about race, gender, and disabilities? Our beliefs and values are the foundation of change.

In Minnesota, local control and funding methodologies force districts to prioritize based on local needs and perception. I often wonder how local control ultimately serves the greater good and contributes to educational equity and society in general, and I’m concerned that it does more harm than good when examined through an equity lense. Several examples of this are attendance boundaries, graduation requirements, and district calendars.

School districts in Minnesota have varying graduation requirements, attendance boundaries that push the affluent and low-income students apart, and district calendars that primarily center around white culture. We can say the problem is the system, but at the end of the day every system comes down to people, their beliefs, and values. On top of this, there is also a divide among people about the purpose of education.

If we all can’t agree on the purpose of education on a broader scale, in addition to defining what success looks like for EACH of our students, how can our system ever collaborate and bring a level of coherence to our practice that benefits EACH of our students? The lack of a common purpose leads me to another major concern I have with the profession of teaching in the US. Medical doctors go to school for many years, go through a significant residency program, and they are still considered to be practicing medicine.

When I think about how much more time educators spend with students (our future), it floors me to think that there aren’t similar standards applied to the teaching profession in the US. After all, just like doctors, we have our students lives in our hands! I want to clarify that I am not saying our teachers are not qualified to do their jobs; I’m just concerned that there doesn’t appear to be an equal playing field when it comes to the respect for the profession.

It is also critical that we recruit and retain teachers and leaders of the same races, cultures, and backgrounds as our students. Additionally, all teachers need a laser focus on culturally responsive teaching that is grounded in evidence-based practices that produce measurable outcomes for students of all colors, cultures, genders, and disabilities.

As I prepare to embark upon conversations with other education change leaders to further my learning, I believe the most critical and immediate questions are:

  1. Do we believe every student can learn? And if so, how do our actions support this belief?
  2. How are we contributing to systemic inequities in our system?
  3. What is the purpose of education in the US?
  4. How will we move forward in Minnesota to address equity in education?

I look forward to feedback from my esteemed colleagues in my district, state, country, and around the globe to help me think more deeply about this topic. I thank you all in advance for any contributions you can share.


Author: chadmaxa

2 thoughts on “The future of education equity in the US: How do we move forward?”

  1. Right now I am discouraged that the will is not present to make public education the priority for our nation… we are and continue to be in reactive mode … pay later, fail first then you might get services, no thought to the implications of needing a work force with particular skill sets – or at least the resources are not there to support the need, millions of dollars spent on incarcerating youth rather than educating them and supporting them early in life …
    I am encouraged by the colleagues I work with with and with whom I share the belief that each student can learn and that we are obligated to solve that puzzle so the student does learn and succeed.

    Liked by 1 person

    1. Thanks for your comments Elisabeth. Well said. We need to be looking at the bigger picture when we try to solve our problems in the education system. If we all just continue to look at our own districts, not only are we begin inefficient with our resources and brainpower, we are not doing what’s best for our students and society as a whole. I like what Jason Berg said yesterday about the fact that our systems are deficit-based; I couldn’t agree more with him. We all have strengths, interests and passions that our education system all but shuts out by the time our students reach middle school according to the research. We have got to come together and turn this around!


Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )


Connecting to %s