As part of the network hub for CARPE College Access Network, a coalition of 30 schools across Southern California working to ensure that more students who are Black, Latinx, Indigenous, or experiencing poverty apply to and enroll in colleges where they are most likely to graduate, the authors provide support to team members to use continuous…

In this article, the author describes their experience coaching teacher leaders as part of the NYC Continuous Learning Multilingual Learner Network, which is composed of 33 New York City middle schools working together to strengthen support and outcomes for Black and Latinx multilingual learners who experience the impact of poverty. Network…

Viewing classrooms as apolitical, race-neutral environments is not working -- and never has. In promoting color blindness, educators have denied student racial identities. In using the broad language of multicultural education, schools have maintained a strict adherence to white, middle class, heteronormative definitions of success. As a result,…

Learning how leaders advance equity and justice can inspire, give mental models, and help create road maps. Eight years ago, Nancy Gerzon and the author researched professional learning in high-poverty schools that were narrowing the achievement gap for every demographic, which resulted in the book "Growing Into Equity" (Corwin, 2013).…

Schools and districts that break the correlation between race and poverty on the one hand and academic achievement on the other hold enormous lessons for any educators willing to seek them out and ask: "Your kids are doing better than mine. What are you doing?" It is important to understand that educators who ask that question--whether…

Iheoma Iruka is founding director of the Equity Research Action Coalition at Frank Porter Graham Child Development Institute and research professor of public policy at the University of North Carolina-Chapel Hill. Her work focuses on supporting the optimal development of children from low-wealth and marginalized communities and ensuring excellence…

As Asian American women and history teachers, the authors advocate for the community by helping educators improve representation of Asian American and Pacific Islander people and fight racism against the community. This need has never felt more urgent in the wake of the murders of eight people in Atlanta, Georgia, six of whom -- Xiaojie Tan,…

At the Center for Black Educator Development, the organization Sharif El-Mekki founded and leads, they believe that to teach Black children "superbly" is a revolutionary act. In service of that goal, they prepare educators to instill in Black children a positive sense of their own racial identity and, in so doing, equip them with the…

Acting to dismantle structural racial inequities begins with identifying and clearly naming the challenges being faced. Data play a powerful role in this process. Several recent publications synthesize data sources, research findings, and expert recommendations to inform and guide equity improvement efforts. A five-part "Statement of the…

When COVID-19 appeared on international radar this year and began its march around the globe, it revealed to any who might have previously denied it that the work to eliminate educational inequities is far from done. During this pandemic, more than ever, many educators are keeping these inequities top of mind. Rather than move online with what…

"School is not a rehearsal for life. School is life," says Mirko Chardin, founding principal of Putnam Avenue Upper School, a public middle school serving a diverse group of 6th-8th graders in Cambridge, Massachusetts. When the school was founded in 2012 as part of a districtwide middle school reorganization, its leaders and staff were…