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This report presents findings from a research study the Black Education Research Collective (BERC) conducted to better understand how the COVID-19 pandemic and systemic racism have impacted Black education from the perspectives of Black parents, teachers, students, educators, and community leaders. Findings underscored the historical and systemic nature of trauma in Black communities as a result of racism in U.S. institutions, including schools and school systems. Participants expressed concern over the fact that schools are ill-equipped to meet the social, emotional, and academic needs of their children and that COVID-19 and increasing racial violence have revealed further their lack of capacity or willingness to meet the educational needs of Black students or expectations of Black parents.
One of the biggest disruptions of the pandemic is to our public education system and the more than 50 million students in it. Our most vulnerable student populations are especially impacted by school closures, where they are often left without access to equitable instruction. Districts can take this moment to respond to the needs resulting from learning disruptions and re-envision how their systems support educational equity. The Equity Reset Toolkit provides resources for district teams to complete a nine-week data collection and analysis process focused on equitable learning recovery in K-12 ELA and math as well as tools to create a data-driven equitable education recovery plan for restructuring or building systems that can be adapted for in-person, remote, or blended learning.
The purpose of this report is to share aspects of the experiences and priorities of Black families — including their culturally affirming practices — and of educators to enable Seattle Public Schools to improve instruction, support, and equity for students and families during remote learning (and beyond).
The DARE tool brings together--in a uniquely broad and practical way--what is known about district actions that can support racial equity. The tool captures research-informed, high-leverage aspects of schooling that leaders must address in order to create systems that build on the strengths of and respond to the needs of students of color. This tool is not an exhaustive, one-size-fits-all manual for advancing racial equity in school districts. Rather, it helps conceptualize and organize systems-level equity work and provides a guide for district leaders to interrogate their systems, set equity-oriented goals, and track progress over time. The tool offers a framework for district leaders and staff to understand the complex ecosystem of policies and practices they design and enact. The tool also contains a set of qualitative and quantitative indicators to support data-informed decision-making and track progress toward greater racial equity.
This report collects the perspectives and experiences regarding Student-Centered Learning (SCL) and racial equity in education of a racially diverse set of community stakeholders across New England. It examines how racial equity strategies and Student-Centered Learning practices could be integrated to combat racism and racial inequities in education.
Social-emotional learning (SEL) is the process by which young people and adults build skills to understand and manage emotions, work toward positive goals, feel and demonstrate empathy for others, and establish and maintain positive relationships. This policy brief provides a non-exhaustive investigation of social-emotional learning policy and how it can contribute to evidence-based, in-school racial equity strategies.
This new conceptualization of youth success draws from more than 180 sources and makes an argument for new definitions to propel practice and policy that addresses educational and racial equity. The paper:Introduces a formula and a rationale for addressing thriving, equity, and learning and development together that helps us better focus on actionable social factors;Summarizes prevailing definitions of thriving, equity, and learning and development (and related terms);Takes a deeper dive into the dimensions that contribute to individual and collective thriving;Offers powerful and aligned conceptualizations of thriving, equity, and learning and development;Describes the opportunities and conditions required to ensure that efforts to create "equitable educational outcomes" or "equitable learning and development opportunities" are as powerful and inclusive as possible.
In 2019, the National AfterSchool Association (NAA) convened a series of leadership conversations focused on creating a culture of professionalization in afterschool, which included a discussion of the need to build a leadership pipeline and to foster more diverse leadership, starting with a focus on supporting and retaining leaders from minoritized racial and ethnic backgrounds. These leader-focused discussions were a natural next step in NAA's long track record of commitment to equity and advocacy for the professionalization of the afterschool field, including through the development of Core Knowledge and Competencies for Afterschool and Youth Development Professionals, and by annually honoring the Next Generation of Afterschool Leaders. NAA is now elevating the importance of building a diverse leadership pipeline through the launch of a Professional Learning Community (PLC) in spring 2020, with grant support from the S.D. Bechtel, Jr. Foundation and in partnership with the California School-Age Consortium (CalSAC) and Development Without Limits (DWL). NAA also engaged Policy Studies Associates (PSA) and Public Profit as learning and research partners. This brief, researched and authored by PSA and leveraging interview and survey data from Public Profit, results from a collaborative effort intended to frame efforts to embrace, support, and retain afterschool leaders of color.
Despite the growing focus on gender parity in higher education and the fact that in many wealthy nations women outpace men in tertiary enrollments, statistics show that in parts of the developing world, women are still underrepresented. In South and West Asia, for example, only 74 women are enrolled in higher education for every 100 men, whereas in sub-Saharan Africa, there are only 62 women enrolled for every 100 men (UNESCO, 2010).Even in countries where they have achieved parity, women face other issues of inequity and marginalization, from domestic violence to a lack of female leadership in government. While there are no simple solutions for these complex and wide-ranging problems, promoting advanced education for women—particularly those that are devoted to ameliorating such issues at the grassroots level—is a crucial step. Not only does it build the skills and capacities of those working to promote gender equity, it increases their chances of advancing to positions of power from which they can affect change.As part of its mission to provide higher education access to marginalized communities, the Ford Foundation International Fellowships Program (IFP) sought to address gender inequality by providing graduate fellowships to nearly 2,150 women—50% of the IFP fellow population—from 22 countries in the developing world. This brief explores how international fellowship programs like IFP can advance educational, social, and economic equity for women. In addition to discussing the approach the program took in providing educational access and opportunity to women, the brief looks at two stories of alumnae who have not only benefitted from the fellowship themselves, but who are working to advance gender equity in their home communities and countries.Activists, advocates, and practitioners can draw upon the strategies and stories that follow to better understand the meaning of gender equity and advance their own efforts to achieve social justice for women and girls worldwide.
While there are numerous barriers to career advancement for scholars of color, the Foundation believes that many of these can be mitigated through strong mentoring relationships that address issues of difference. But the power of effective mentoring will only be realized when the institutions in which these relationships exist begin to change. The guide, which was developed in collaboration with the Forum for Youth Investment is derived from interviews with grantees and consultants who participated in the Foundation's mentoring program for junior researchers of color.
Both equity and social, emotional, and academic development are currently receiving much-needed attention, but neither can fully succeed without recognizing strengths and addressing gaps in these complementary priorities. Rather than being pursued as two separate bodies of work, the field needs to identify ways in which equity and social, emotional, and academic development can be mutually reinforcing. To accomplish this requires examining issues of race directly; this can be difficult and uncomfortable, but we cannot avoid race and let the challenges go unacknowledged and, therefore, inadequately addressed.
In 2012 and 2016, the research center I founded at the University of Pennsylvania released reports on Black male student-athletes and racial inequities in National Collegiate Athletic Association (NCAA) Division I sports. Previous editions of this study received exten-sive coverage on ESPN as well as in The Washington Post, Sports Illustrated, USA Today, and over 500 other media outlets. This 2018 edition, published from the Race and Equity Center's new home at the University of Southern California, includes updated statistics from the 65 universities that comprise the Power Five conferences.Transparency continues to be the primary aim of this biennial publi-cation. Data presented herein concerning the overrepresentation of Black male student-athletes are unlikely to surprise anyone who has watched a college football or men's basketball game over the past three decades. Likewise, scholars who study race in inter-collegiate athletics will probably deem unsurprising my updated findings on racial inequities in six-year graduation rates. What I still find shocking is that these trends are so pervasive, yet institutional leaders, the NCAA, and athletics conference commissioners have not done more in response to them. Also astonishing to me is that it seems the American public (including current and former Black student-athletes, sports enthusiasts, journalists, and leaders in Black communities) accepts as normal the widespread racial inequities that are cyclically reproduced in most revenue-generating college sports programs.Perhaps more outrage and calls for accountability would ensue if there were greater awareness of the actual extent to which college sports persistently disadvantage Black male student-athletes. Hence, the purpose of this report is to make transparent racial inequities in the Atlantic Coast Conference (ACC), Big Ten Confer-ence, Big 12 Conference, Pac 12 Conference, and Southeastern Conference (SEC). Data from the NCAA and the U.S. Department of Education are presented for the 65 institutional members of these five athletic conferences. Specifically, I offer an analysis of Black men's representation on football and basketball teams versus their representation in the undergraduate student body on each campus. I also compare Black male student-athletes' six-year gradu-ation rates (across four cohorts) to student-athletes overall, Black undergraduate men overall, and undergraduate students overall at each institution.