Social Equity: Examples Of Socially Equitable Schools

Social Equity

A socially equitable school is democratic and fair. Students at socially equitable schools are provided with high-quality instruction, teachers, and resources. According to Schools to Watch, these schools hold all students, no matter their ability levels, to the same high standards, both behaviorally and academically (National Forum to Accelerate Middle-Grades Reform, 2016). Students are placed in the least restrictive environment possible. They participate in heterogeneous classes, with short-term interventions available as needed. Teachers at these schools know each student and incorporate individual learning styles into their lessons, differentiating instruction when necessary. Teachers and staff understand that the needs

This allows families to step into the daily lives of their middle schoolers and meet their teachers, see their classrooms, and attend "breakout sessions" about the Health Center, the AIG program, orchestra, and the Parent Portal (where parents can login to access student grades and information). Apple Valley recognizes students for being "Knights of Honor." Recognition is for Loyalty, Fairness, Diligence, Integrity, and Respect. The school hosts several clubs and associations for students. Examples include Beta Club for each grade, Chess Club, Student Government, Battles of the Books, Math Counts, and much more. The school can compete against other schools for the chance to win awards. Apple Valley's daily mission states that "each [member] potential for success," and that [they] "hold each other to high expectations that lead to success" (Apple Valley Middle School,

An effective middle school has a shared vision that is echoed throughout the layers of administration. The school's organizational structures and processes should propel the students and the school as whole towards success. "While a school leader has a personal vision of what the school can become, it is important to build the school's vision collaboratively around a set of core beliefs that are understood, owned, and supported by the larger school community" (AMLE, 2010. p. 27). Teachers consider themselves responsible for making sure that the shared vision is carried out in their classrooms. "The school staff intentionally and explicitly reconsiders its vision and practices when data calls them into question" (National Forum to Accelerate Middle-Grades Reform, 2016). The administration meets often and discusses if the schools plan for success is being followed and the needs of their students are being met. Teachers are provided support from their district in order to achieve their goals. "The school and district devote resources to content-rich professional development, which is connected to reaching and sustaining the school vision and increasing student achievement" (National Forum to Accelerate Middle-Grades