March 17 - 23
Begin our reading with the prologue and Chapter 1 (Introduction)
The objectives the authors note for the book are to provide a fuller account of what is racial about racial achievement gaps and bring forth an understanding of why racial inequality exists in the post-civil rights United States; in an America where we express support for diversity and beyond race.
As you read and compare/contrast Riverview with Issaquah, what experiences, observations, questions or concerns do you bring to the discussion?
What do you hope to take away when we conclude our initial 8 week discussions?
We will meet (this is optional and not tied to clock hours or PD) at lunch on March 22 to discuss Week 1. Hope to see you there.
Begin our reading with the prologue and Chapter 1 (Introduction)
The objectives the authors note for the book are to provide a fuller account of what is racial about racial achievement gaps and bring forth an understanding of why racial inequality exists in the post-civil rights United States; in an America where we express support for diversity and beyond race.
As you read and compare/contrast Riverview with Issaquah, what experiences, observations, questions or concerns do you bring to the discussion?
What do you hope to take away when we conclude our initial 8 week discussions?
We will meet (this is optional and not tied to clock hours or PD) at lunch on March 22 to discuss Week 1. Hope to see you there.
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ReplyDeleteThe description of Riverview seems similar to my view of Issaquah. Our white and Asian students outperform our black and Hispanic students. In addition, it seems that white and Asian students are more represented in upper level courses than black and Hispanic students. I believe as a community that we feel we are an open and accepting community that values diversity. However, I am not sure if, when we come right down to it, we really are.
ReplyDeleteWe have high performing schools like Riverview and Issaquah is also considered a great place to live. However, the question that the author asks - Why do we continue to think of places like Riverview as good schools, if not great ones, when they produce such stark inequalities? - really got my attention and got me thinking.
At the end of this book study, I hope to be able celebrate what we are doing well as a district and also walk away with a plan that helps me and others address the inequalities. We need to be able to identify those inequalities as a district (which may be difficult when many of us think that Issaquah is such a great district) and find concrete steps to make the changes needed to make us a truly great district.
Amy, I totally agree with your first paragraph - that struck me while reading this chapter, that Issaquah (like Riverview) believes we are a highly diverse and open district. And it's true that we have a lot of racial diversity in our student population, but what really jumped out at me in this chapter was the differentiation between segregated schools (which neither Riverview or Issaquah have) and the way experiences within the exact same schools may vary based on the race of our students.
DeleteI think that's really key, and it's sort of all about intent vs. impact - we believe that because we have provided the same schools and the same classes and the same buildings to all students, then there is no racial inequity. But the reality is that our students are EXPERIENCING ISD very differently based on the color of their skin, and I'm hoping to dig deeper into why that might be in this book study! :)
I agree about the intent vs. impact. We may have good intentions and may not realize how our actions are making a negative impact. I was talking with Nancy about another topic and we were discussing power vs. influence. As TOSAs, I don't feel that we have a lot of power. Nancy said she would rather have influence. I am hoping after we have learned more from this book that we can use our influence to ensure students have true equitable access vs. perceived equitable access.
DeleteAmy, I always love your positivity. Your idea of celebrating what we are doing well as a district in addition to walking away with a plan is so refreshing. I think it could be so easy to make a laundry list of what we're doing wrong, but acknowledging things we are doing right is also of value!
DeleteI also connected with your idea that Issaquah is a community (made up of sub communities, we might argue) that values diversity and that truly believes it's doing what's best for all students... despite best intentions. However, has this community had to sit down and really look at whether or not it is accepting of diversity? The members who see and feel the consequences of inequality are the ones who can see that we have work to do, while those in more privileged positions may not have ever had to really take that close look. I'm eager to continue to read and see what is discussed within Riverview.
I see a lot of similarities between Issaquah and Riverview: the achievement/opportunity gap between whites/Asians and Blacks/Latinos, despite our schools being integrated (unlike Seattle Public Schools whose schools can be greatly segregated by race – the two closest schools in my neighborhood are 1% white). So, yes putting children of color in excellent, integrated schools does not necessarily mean success for them. The authors touch on how we are all socialized and the effects of this socialization (for white superiority or black inferiority) play out daily – i.e. whether we have high expectations or low expectations for a group of students. “Race-based status beliefs reinforce inequality in self-fulfilling ways in schools by shaping everyday interactions and heightening performance pressure on students of color.” (7%, Loc 492 – is that how you reference a quote in ebook?) I know that in my neighborhood when I see a group of black youth hanging out, I don’t automatically think, “wow, those kids must be so smart; they are probably talking about current world affairs right now.” I think, “What kind of trouble are those kids getting into?” That is my stereotype and now that I’m aware of it, I consciously choose to have a different thought: “I wonder which one is going to be a doctor. I bet some of them are excellent students.” That changes the way I hold my body when I walk by them, or the way I interact with them as we pass by (all those non-verbal messages we send people of color all the time).
ReplyDeleteWhat do I hope to get out this?
1. I am very interested to dig deeper in disparities in discipline which exist in Issaquah too. Emily Lee and I keep bringing our Discipline data to Emilie Hard, in hopes that she can use her influence to get a Discipline committee to look at our ISD practices.
2. Chapter 5 looks fascinating – what role do the white parents play in creating unequitable practices? . Wow, what a brilliant question. Rather than the question we always ask when we look at data: “What’s going on with our black kids and their families?" Instead, let’s look at ourselves and our practices. Our white ISD parents do fight for every advantage for their child, and can oppose the “common good” or “best practice for everyone” in order to keep their child advantaged (it is a “right” of white, middle class families). I am hoping for practical suggestions to work with families, as well as staff, to help them be willing to look at themselves, instead of blaming the kids or their home lives.
Rosann, I appreciate your comment about recognizing your own stereotypes and making a conscious effort to counteract them. I like to think I don't have any stereotypes, but often I find myself confronted by them and wondering what to do. I appreciated your example of how you counteract your own stereotypes because those steps can be simple and effective without being elaborate.
DeleteI thought it was sad when the authors mentioned the black student who felt that at the beginning of every year she had to talk to her teachers about what a serious student she is because she felt otherwise she would not be taken seriously.
Thanks, Amy
A connection I couldn't stop thinking about as I read this chapter... Lena, I hope you'll jump in here and share some of the unofficial data you've been collecting on our AP classes. As I said in my comment to Amy above, I think we've got a huge gap between intent and impact in Issaquah (sounds like Riverview has the same gap). Our intention is good - we want to provide all students with the same opportunities. To that end, we have made efforts to provide the same experiences in all of our schools, we obviously don't have segregation in our schools, etc. But despite these efforts, there is still an inequitable IMPACT on our students of color - we just don't see the same academic success (as measured by grades, discipline rates, grad rates, enrollment in advanced classes, etc.) for our African-American, Native American, and Latino/Hispanic students. I'm really hoping to gain some insight into why that might be happening through this book study, because there isn't an easy obvious answer.
ReplyDeleteThis is SO timely! Our district has quite recently been challenged by a parent regarding our equity within the accelerated math courses at the secondary level; and our numbers support this very claim.
ReplyDeleteWhat do I want to get out of this? Well, it's clear we have a disproportionate amount of White and Asian students in our advanced math classes (the parent has also challenged how females are not properly represented too). I am wondering how our district set recommendations (primarily test scores) is perpetuating the problem. Or is there something I cannot even see, because of my vantage point? I am hoping that out of this book group, I'll be able to see my part in the problem. Although this is a timely endeavor, I don't know that it's going to feel comfy all of the time.
Hmmm... Do I need to change my Google profile picture for this book study? What if I tell you all it's just a coke in a goblet?
DeleteI am also very interested in the equity of accelerated math courses. I'm curious if the male/female ratio is also out of balance.
DeleteAlso, I do not believe you would put Coke into a goblet.
After reading and reflecting on my 10 years in the Issaquah School District, I have many more questions than answers. I am excited to dive into some of the OSPI data tools we previewed last week and am looking forward to some great discussions. I have many more questions than answers.
ReplyDeleteFirst, Issaquah and Riverview seem to have many similarities such as: community feel, resources, activities, and housing marketability due to "great" school. I wonder if families of color feel duped when they pay the premium housing cost and statistically do not benefit at the same achievement rate as their white neighbors.
The idea of students of color under-represented in highly capable programs has me thinking of my own daughter's Kindergarten and 2nd grade testing used for placement into programs such as Merlin and SAGE. As a district, are we filling every spot in MERLIN or are we only taking a certain score? If the program could accommodate additional numbers, why not fill with students who score highest among under-represented populations.
This makes me think about the district stance of keeping all sixth grade math students together before self-selecting a math pathway of regular or compacted. I love having a class filled with all levels of math students. I utilize student voice in many lessons, but without a diverse group of voices in the classroom the learning may loose a little something. Suddenly some of the best models for mathematical problem solving are gone from class. When we group and track students what is the long term cost? How could technology allow students to continue learning and benefiting from one another while still differentiating for different levels of current understanding?
When we conclude our 8 weeks, I hope to get a better understanding of where our data places Issaquah in terms of racial inequity and better understand my own biases on which to evaluate curriculum and technology tools.
It is getting too late to continue this post, so someone remind me to bring up Caprice Hollins at lunch!
I'm so glad you brought up Merlin and SAGE Val! I was thinking about those programs as well. How would our parents respond to the change you suggest - taking the highest scores from under-represented populations? I'm not sure but I would hope they would see the value in this. Don't forget to bring up Caprice Hollins at lunch.
DeleteVal, I can completely relate with having more questions than answers! This book has just got my head spinning! Like you, I can't wait to mine some OSPI data to see what we find.
DeleteI think that working to determine (as best we can) where issaquah stands in all of this is a great thought. While there are many similarities between us and Riverview, we are also our own district with our own facets and details. It would be nice to get a personalized profile (even if somewhat general) so that we could truly take stock of where we're at.
I also relate to having more and more questions! I think we need to figure out where Issaquah stands in all of this so that we can proceed in the best direction. Its hard to know which way to go when there are so many unanswered questions!!
DeleteYes, I have thought a lot about the gifted program. Tacoma SD uses a different test and qualification procedure -- NNATE is a more visual test so it more equitable to language learners. I suggested it to Susan Mundell. Perhaps a group of us should pursue this together. A group of voices is more powerful than a single voice.
ReplyDeleteThanks for our lunch discussion. I look forward to our learning as we reflect upon how we currently operate and our capacity to influence change. I appreciate that Emily and Rosann prompted our learning and these important discussions.
ReplyDeleteWhat will school look like, how will we operate, when impact is our goal? Sign me up.
I am absolutely loving this book and have enjoyed reading all of your posts. I'm wondering what solutions the authors are going to put forth - the reviews I read seem to hint that they don't offer much but perhaps that's the point - we'll see. I agree with Rosann - there is strength in numbers and pursuing this together to make a change could be powerful. I know that ISF has funded our after school programs at four of our elementary schools but those are more remedial in nature. Great intent on their part but I'm wondering if it's helping close our achievement gap.
ReplyDeleteHello all! Sorry for the late entrance... technical/user error. :-) Lucky for me, though, I've been able to keep up with and follow your smart posts.
ReplyDeleteI have so many thoughts and wonderings after getting my first taste of this book! Many of you have highlighted similarities between Issaquah and Riverview, like our white and Asian students outperforming black and Hispanic ones and involved community members who care about acceptance, opportunity, and diversity.
I'm a reader who craves connection, so there were many instances of resonance even within the prologue and introduction of this book. "Equity" has been a strong term lately. What does this mean in Riverview? For us? I'm recalling a conversation with colleagues earlier this year about providing equitable STEM education to our students. I thought about the Science Tech program (from which I departed last year). Yes, any student can apply, and yes, students are selected by lottery, but is it truly equitable? Here are a few points that have really stood out in my mind:
-Parents have to attend one of three "informational nights" in order to put their child into the lottery
-Parents must commit to providing transportation for their student to the new school
-I wonder how information (flyer, e-news, etc) is being received at home. Are all families really aware of this (and other similar) opportunities?
Personally, the shift from my Science-Tech classroom at Cascade Ridge to my CC7 math class at Pacific Cascade has been incredibly interesting. The physical schools may be just a couple of miles away from one another, but I feel that the embodiment of diversity looks and feels much different. I'm eager to keep reading, keeping these contexts in mind.
As we journey through this book, I hope to gain new perspective and insight. When i think back to Emily's Cultural Competency class, I recall the emphasis that cultural competence isn't a destination, but a journey of self-awareness (Emily, I hope I am not butchering your eloquent words... I don't have my notes in front of me!). I think that through book studies like this, we well-intended educators can continue to grow as citizens of this world. As I prepare to head back into a classroom that is likely going to continue to become more diverse over the years, I hope to become more knowledgeable and aware as an advocate for promoting change.
Looking forward to reading and learning with you all! :-)
Anjuli
Hi everyone,
ReplyDeleteI was able to catch up on my reading over spring break and finally have some time to post some thoughts. I've really enjoyed this book so far and have made many ISD connections.
Like many of you, my thoughts went to the tracking systems we have in place in our schools. Especially as our ELL population skyrockets, I wonder to what degree our students of color (many of whom are language learners) benefit from the gifted programs at elementary, as well as Honors, AP and IB courses at Secondary. Unfortunately, I have heard several teachers make the comment, "Well, I teach Honors so I really don't have any ELLs in the class." This has always worried me---aren't ELL students just as gifted as native English speakers? So what is it about our identification and scheduling process that effectively denies them access to programs that many would likely thrive in? Just how restrictive is the process, and is there any room for subjectively, so that our staff could even the playing field and allow increased access to these enrichment programs to more students of color?
I also look forward to learning more about the impact that liberal white parents have on everyone's access when they advocate for their own children--intriguing.
Riverview and Issaquah are really very similar. One thing that stands out to me is that while our white and Asian students outperform our black and Hispanic students, the numbers of white and Asian students seems to create a skewed vision of how they perform. In particular, the small number of black students make any one student’s impact disproportionate on the overall statistics. I think that for years, the way we collected statistics hurt students – if you had enough high performing students, they, in a sense, could mask those who were not performing as well. Now that we view data in a way that shows us subgroups, it’s like the light has been turned on and we can proceed in a different way.
ReplyDeleteAt the end of this book study, I hope to better understand what we are doing to really make a difference in putting an end to inequalities. I feel that we are really just beginning to understand the changes that we need to make as a culture, a region and a school district. It is important to make changes, but more important to make the right changes!