"The Equity Principle" discusses the core ideas which make equity possible in middle schools. Among the reasons for promoting equity in schools, students will rise to the expectations laid out for them. It then becomes the challenge for educators to maintain high expectations for all students - not just the sects which are stereotypically proficient in math. In addition, all students need opportunities and support to learn. This does not imply that equal types and levels of assistance are given to all students, but rather, that appropriate assistance is given for every student to learn and attain to the high expectations established. A third principle for equity is that all classrooms are provided with the necessary resources to meet a vast array of students' needs. English Language Learners will be assesed according to their mathematical understanding with adequate support to make up for their language barriers, while manipulatives and supplemental programs will aid students with disabilities. Finally, teachers should participate in professional development programs and should continually learn, seeking to understand the diverse population of students they encounter and how to best meet their educational needs.
I thought this article was a good reminder that equity is truly a primary concern in math education today. After comparing the standardized math test scores of students from two different socioeconomic statuses, I was disturbed, knowing that the potential in the low-income schools is so great, though the performance was so low. If these principles could be applied to a greater degree, I believe that a wider population of Americans would reach their goals. A classroom teacher has power in her hand if she could apply the principles of high expectations for all, providing opportunities for all to learn, providing appropriate instruction in light of differing needs, and participating in her own professional development. It may not be as easy for her to provide necessary resources in a low income setting, but she could do her part by using manipulatives and available instructional tools.
NCTM (2000). Equity. Principles and Standards for School Mathematics (pp. 11-13.). Reston, VA: NCTM.
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That is so true about low-income schools. it's sad to think that students with so much potential and intelligence are not given as many opportunities for quality education because of where they live or what kind of economic background they come from. Children should all have equal opportunities like you said and it's sad that it doesn't always happen.
ReplyDeleteI work with kids from the Chicago Public School system and you would not believe how far they will go to meet your expectations. I had students spending 3-4 hours every day after the program ended to keep working on their projects, and that was in the summer. They just need the opportunities. They know when they are being cheated of an education.
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