Advocating for Equitable Practices for Student Achievement- Dr. India White

Equity and Race

Equity is defined as a way of work that is fair and unbiased in the way it is unraveled. Advocacy is defined as public support for or recommendation of a particular cause or policy. Currently due to the effects of the pandemic on academics for all learners there has been a decline in student achievement like never before. In particular, students of color, i.e. subsets Black and Latinx students, have declined in their academic ability because of their vulnerability during the pandemic. Data shows that these students were hit the hardest during the pandemic, and unfortunately are trying to play catch up.

According to researchers and the National MAP Growth assessment data, end of the year data showed that Black and Hispanic students lagged behind their peers by five months in the area of math and up to four months in the area of reading (k12dive.com). The main areas affected were large urban metro areas, and unfortunately as a result, there was a 12 percent increase of high-risk categories for Black students compared to only 1 percent for their White peers (k12dive.com). Further, data showed that Black students have fallen behind with 10 months of learning loss, compared to their Hispanic peers who have fallen behind by 9 months, and their White peers who have fallen behind by 6 months.  These facts cause students to play catch up to ‘middle-of-year- levels prior to the pandemic, meaning that students are lacking motivation, support and comprehension due to their reality.

ESSR Funding

It is during these present times of change and societal upheaval that students need teachers the most. The U.S. Department of education has acknowledged this and hence have provided various incentives to help motivate district leaders, school principals and teachers to be a part of the process students that will help bridge the gap and accelerate learning. ESSR Funding has become an available tool for teachers and school leaders to use nationwide in efforts to celebrate diversity and equity as well as making sure that inclusive methods of instruction are impacting academic learning in ways that are results oriented. From extended learning activities, project-based learning opportunities and blended learning methods, teachers and leaders now have various ways to provide support to students in the classroom. Leaders can now support teachers with various resources provided via ESSR funding and can show how these methods are attributing to the gains they are experiencing at their school sites and within their districts.

Mentoring Students of Color

Not only are ESSR funds a great way that teachers can support students during this time of transition through a pandemic; teachers can also advocate for students throughout their academic journey. For example, teachers can choose to mentor students, and even advocate for students via restorative justice practices on campus. Teachers can also practice grading policies that will alleviate anxiety for leaners and give them second chances in their class.  Mentoring has been known to be an impacting factor towards academic achievement of students of color. Seeing that some students of color are experiencing environments within the home that are not safe, having a mentoring truly helps support students on their path of academic achievement and success.

Hu and Ma (2010) found in their research that students of color connected better with adult leaders that they felt they could relate to as a mentor or coach (p. 329-341). Further, Crisp and Cruz (2009) and Cabrera et al. (1993) found that students of color felt bored with current leaders and frequently would give up / not persevere if there was not a connection (Crisp et al.,p 525-545; Cabrera et al., p. 123-139). Hence, they suggested that students of color be provided with a mentor to scaffold them along the way.

It’s through mentoring that students are able to navigate towards the ‘end of the tunnel’ towards success. Researchers Cabrera, Nora and Castaneda (1993) and Crisp et al. (2009) found 4 Domains of Mentoring that could be beneficial for struggling learners: 1) Psychological or emotional support; 2) Goal setting and career paths; 3) Academic subject and knowledge support; and 4) Having a role model. Through providing these four domains throughout a student’s academic experience coupled with effective teaching practices and innovative strategies, students are prepared to succeed in a teacher’s classroom. 

Here are some tips and strategies for any teacher looking to successful advocate for student achievement:

1.      Get involved in the community

a.      There’s nothing more a community loves than to see their teachers and principal leaders out in the community! Whether it’s via a clean your community day, or watching your students play a game, community involvement gives students a boost that builds their confidence and helps them academically. Find out what events are taking place in your community and choose to pay it forward!

2.      Mentor a student     

a.      Studies show that mentoring a student, in particular students of color, has a positive outcome on academic achievement (Castaneda & Nora, p. 123-139). Being a mentor is simply your way as a leader to partner with a student who could benefit from your skill set. However, this can turn into a beautiful bond that could last for many seasons and even a lifetime. Choose to give back and impact a life for the better by being a mentor!

3.      Consider flexible grading opportunities

a.      Many leaders get frustrated especially in their first years of teaching due to the results they get as they grade students. If they relied on the “black and white” grades they’ve calculated, they would find that about 20% of students would fail their course. Instead of relying only on the grades, consider other flexible grading opportunities including grading with projects, dropping the lowest quiz and or homework grade for the entire class, giving students a grade for effort they’ve shown on a homework assignment, and other ways you can practice restorative justice through your grading. The purpose of a teacher is to help a student learn how to pass a class, not fail them. If leaders fail students, that increases their chances of getting involved in crime, which increases the chances of the community suffering and paying hundreds of thousands of dollars to maintain that same student in the legal system versus giving them hundreds of thousands of scholarships for an opportunity to graduate from college.

4.      Practice restorative justice

a.      Through restorative justice, leaders force themselves to find ways to combat suspensions of troubled and underserved youth. Instead of embracing the school-to-prison pipeline and expelling all learners who get in trouble, leaders find creative ways to keep their students connected as learners. Whether that’s through assigning counseling throughout the school day for that student, or a mediation program, leaders are finding ways to help students better cope with their situations and to detox from anger, anxieties and stresses that cause them to act out. PBIS is a great schoolwide system that helps with these methods. If your school has not yet considered a PBIS schoolwide program, take a moment and visit the website to learn more.

5.      Help build a path towards college and career readiness for your students

a.      Through building a sure path towards college and career readiness, students will be prepared for academic success. However, the path towards college and career readiness starts on their first day of school as kindergartners. Teachers should be speaking with students about what it is that they would want to be when they grow up, as well as inspiring them with diverse examples of leaders accomplishing their dream.

6.      Invest in mental health for the students

a.      Nami. Org reports that 1 in 5 people struggle with mental illness. Being sensitive and respectful of this statistic, it is imperative for teachers and school leadership to consider these statistics when dealing with each student. Some students are dealing with trauma, the affects of racial upheaval and discrimination, abandonment, suicidal issues, abuse and other ailments that affect their abilities to concentrate and be successful in class. Hence, it is imperative that teachers and school leaders get to really know their students and understand what problems they are facing. Then, they should explore how they can help. If teachers are dealing with biases and are afraid to deal with certain groups of children, then they should have another leader join them so every child can receive the appropriate services for mental and academic success.

Conclusion

To conclude, facts have shown us that students need teachers and parents to advocate for them. As adults and leaders, it is their responsibility to watch over the success of each child and to ensure that every learner can succeed giving the appropriate accommodations needed for their success. So, choose to be that advocate and choose to lead so your children can succeed!

References

Cabrera, A.F., Nora, A., & Castaneda, M.B. (1993). College persistence. Journal of Higher

Education, 64(2), 123-139.

Crisp, G., & Cruz, I. (2009). Mentoring college students: A critical review of the literature

between 1990 and 2007. Research in Higher Education, 50 (6), 525–545.

Hu, S., & Ma, Y. (2010). Mentoring and student persistence in college: A study of the Washington

state achievers’ program. Innovative Higher Education, 35 (5), 329-341.