Table of Contents
Part III: Social Equity
Social equity is the third of the four criteria for high performance developed by the National Forum to Accelerate Middle Grades Reform (Outside Source). The School Self-Study and Rating Rubric (DOC; 413KB; 9pp.) is a tool designed by the Schools To Watch™-Taking Center Stage program to help schools analyze their progress toward excellence based on the National Forum’s criteria. Key elements of social equity include the following:
- Faculty and administrators expect high-quality work from all students and are committed to helping each student produce it. Evidence of this commitment includes tutoring, mentoring, special adaptations, and other supports.
- Students may use many and varied approaches to achieve and demonstrate competence and mastery of standards.
- The school continually adapts curriculum, instruction, assessment, and scheduling to meet its students' diverse and changing needs.
- All students have equal access to valued knowledge in all school classes and activities.
- Students have on-going opportunities to learn about and appreciate their own and others' cultures. The school values knowledge from the diverse cultures represented in the school and our nation.
- Each child's voice is heard, acknowledged, and respected.
- The school welcomes and encourages the active participation of all its families.
- The school's reward system demonstrates that it values diversity, civility, service, and democratic citizenship.
- The faculty is culturally and linguistically diverse.
- The school's suspension rate is low and in proportion to the student population.
Social Equity – The Chapters
Two Taking Center Stage—Act II chapters explore the TCSII recommendations and research relating to Social Equity: