Education Week - May 31, 2017 - 21

Money Doesn't
Ensure Equity

T

By Peggy Lehner
he difference between equity
and equality is something that
more states are paying attention to when making decisions
about school funding. But equity should not be limited to
funding alone. While school
funders at state and local levels need to attend to the additional cost of educating at-risk children, it is often not a lack of
money that puts a child living in poverty at
risk. Instead, it is the factors that so often accompany poverty-including the use of drugs,
exposure to violence, sustained hunger, and
parental stress-that make our state's lowincome children especially vulnerable.
Merely providing additional money for these
children will not sufficiently address the inequities they face in the classroom. The bottom line for solving inequity comes down to
the actions of adults in the classroom and the
schoolhouse. Classroom teachers need to have
a working understanding of the signs of emotional trauma in their students, along with the
tools to help children cope.
Evidence that too many of our teachers are
not adequately prepared for this challenge
can be found in the frighteningly high rates
of suspension and expulsion among the impoverished children in my state of Ohio. According to our analysis of Ohio Department
of Education data, in the 2015-16 school year,
an estimated 36,000 suspensions and 200 expulsions were handed out to the state's public
elementary-school children under the age of
8. Of these, more than 17,000 out-of-school
suspensions and 160 expulsions in preschool
through 3rd grade were related to disobedient or disruptive behavior. What's more, 88
percent of those children who were suspended
were economically disadvantaged, and 76 percent were minority students.
Ensuring equity means treating children according to their needs, not merely treating all
children equally. Behaviors that might be unacceptable in one child can be a thinly veiled
cry for help in another. Teachers should not
deal with misbehavior by doling out a standard punishment.
Our schools of education need to do a better job instructing preservice teachers about
social-emotional learning, cultural diversity,
trauma-informed instruction, and strategies
for de-escalating poor behavior. High-quality
professional development around these topics
for longtime educators is critical. These tactics
will help teachers work with administrators
and policymakers to create a school culture
that not only lays out expected behavior in
clear terms, but also provides its students
with the emotional supports they need to be
successful, such as mental-health services and
positive behavioral intervention.
I am working with educators in Ohio on
drafting future legislation to ban suspensions
and expulsions statewide for children age 8
and under, except if students threaten to harm
themselves or their classmates. It is my hope
that this reduction in suspensions promotes
more affirming and constructive methods of
discipline and keeps more students-who need
our help, not our punishment-in the classroom. n
PEGGY LEHNER, a Republican, represents Ohio's 6th
Senate District in the state legislature and serves as chair of
the Senate Standing Committee on Education.

Empowering Families to Lead

A

By Veronica Palmer
t RISE Colorado, an
education nonprofit
founded in 2012,
we've created a model
in which we train
school leaders and
teachers to educate
families about the
opportunity gap and their role in overcoming it. We then provide strategies
for families to support their children's
learning and to be their children's No. 1
teachers and advocates. We equip families with community-organizing skills
and tools because we believe that when
people have the opportunity to lead, they
will make the right choices for their children and communities.
RISE was founded on the conviction that
the families most affected by inequity-
low-income families and families of color-
must lead the movement for change. Too
often, these families are invited in at the
eleventh hour to wear a T-shirt, hold a
sign, or testify on a bill. They need to be
involved from the beginning in designing
policies that will help their children. Their
voices need to be heard at all stages in the

policy and decisionmaking process.
In Aurora, Colo., where we work alongside families, more than 130 languages
are spoken, more than half of students are
Latino, and more than 65 percent of public
school students qualify for free or reducedprice meals. Only one in five elementary
students can read and write at grade level,
and it's heartbreaking to see our students
falling behind their peers.
We've reached more than 2,000 families
through our programming. As families
gather knowledge, skills, and tools from
RISE workshops, they have an impact not
only on their own children, but also children throughout the community. We ask
families to reflect on the issues that affect
them and then to envision, design, and
implement solutions.
For example, preschool families wanted
developmentally appropriate resources,
or "homework," that they could use yearround because parents knew about the
kindergarten-readiness gap. Families organized and met with teachers, principals,
district officials, school board members,
and the district's director of early-childhood education. After more than a year,
parents have the materials they requested,
and preschool staff and parent handbooks
now explain that families are to receive

developmentally appropriate resources to
support their children's learning.
Aurora is also an official refugee-resettlement city with many undocumented
immigrants. Since the 2016 election,
many families have been worried about
their and their children's safety on school
property. In response, they drafted a
resolution, which passed with a 7-0 vote
by the board of education this month,
to keep the Aurora public school system
a safe and inclusive community. Among
other things, the resolution encourages
schools to partner with community-based
and legal-service organizations to provide
resources and information to immigrant
students and families at all district facilities, and to translate and distribute a
memo on how the district will respond to
requests from immigration and customsenforcement officials in the top 10 languages spoken in the district.
Aurora still has too few opportunities for
families to be involved in decisionmaking.
Since these opportunities rarely exist at a
local level, it's no surprise that they also do
not exist at the state level. My challenge to
state leaders is this: How can we see families as crucial partners and allies whom we
are doing things with, instead of to? n
VERONICA PALMER is the co-founder and CEO
of RISE Colorado. She is a fellow in the Aspen
and Pahara institutes' NextGen program for
public education leaders.

"

A responsible, equity-oriented budget considers
the particular needs of students, communities,
and families."

A Fair Formula for Funding

A

By Pedro A. Rivera

n equity-oriented education agenda starts
with the budget. As Pennsylvania's secretary
of education, I know that how a state chooses
to invest its money matters and that it also
serves as an expression of its values. A budget should provide the resources that pave
the way for students to meet and exceed high
standards. It must also address the disparate
conditions that exist for far too many children.
Under the leadership of Pennsylvania's Democratic governor,
Tom Wolf, we're making important strides. In shaping the budget, state leaders recognize that equitable does not always mean
equal; rather, a responsible, equity-oriented budget considers the
particular needs of students, communities, and families. Gov. Wolf
has worked alongside both Democrats and Republicans in our
legislature to increase funding for the state's public schools by
nearly $640 million over the last two years, while implementing
a fair-funding formula that addresses a range of student needs.
Rigorous educational goals, such as Pennsylvania's core standards, provide a north star to which all school districts and communities can aspire. Our math standards, for example, are designed to prepare all students to take trigonometry and calculus
by their senior year of high school. More generally, Pennsylvania's
standards development has been informed by input from K-12 educators, and the initiative includes a commitment to high-quality
professional development.
An equity-based education agenda should foster trust with parents, educators, and all K-12 stakeholders by describing school
performance clearly and fairly. Our department of education
supports the notion that school-performance data should not be

Getty

used to label or shame, but rather to identify student pathways
to success, while also informing curricular, instructional, and
other strategies that educators can deploy along the way. In the
next school year, the state's education stakeholders will be able
to use a new evaluation tool to measure each school's progress
in student achievement, graduation pathways, and availability
of high-quality courses leading to college- and career-readiness.
Grounded in research-based practices, the tool will allow educators to determine whether students are on track with grade-level
reading and if chronic absenteeism is affecting academics, both
of which are indicators for judging school success.
Finally, state leaders recognize that fostering stronger connections between public schools and the broader community
requires the literal opening of the schoolhouse doors. For this
reason, the state department of education is directly supporting
community-driven programming by providing personnel, technical assistance, and outreach in many Pennsylvania districts. We
have community partnerships that provide high-quality medical and mental-health services, family services, extended-day
programming, and expanded breakfast and lunch programs in
schools. This whole-child framework for school improvement
seeks to guarantee that a child's health, wellness, and socialemotional needs are met before he or she steps into the classroom. These factors can support student success and address
some of the stubborn issues that are attached to intergenerational poverty.
A commitment to fair resources, organized goals, a strong measurement system, and deeper school and community ties is critical to building-and sustaining-an equitable education system
for all students. n
PEDRO A. RIVERA is Pennsylvania's secretary of education.

EDUCATION WEEK | May 31, 2017 | www.edweek.org | 21


http://www.edweek.org

Table of Contents for the Digital Edition of Education Week - May 31, 2017

Education Week - May 31, 2017
Where Career Plans Start Early
States Struggle to Define ‘Ineffective Teachers’
Trump Priorities on Full Display In K-12 Budget
For Schools, Rating Students’ Character Is a Tricky Prospect
News in Brief
Report Roundup
Charter Win Brings Big Shift to L.A. Unified
Reading and the Mind : An Author Q&A
Letters to Districts Prompt Worries About E-Rate’s Future
States’ Spec. Ed. Work Offers a Jump on ESSA’s Demands
Amid Fiscal Crisis, Puerto Rico Shuts Down Scores of Schools
Budget Plan Spares Some Ed. Research Efforts, Cuts Others
Trump Budget Draws Ire, Tepid Support From School Choice Worl
Darienne Driver: A Collective-Impact Approach to Equity
Steve Canavero:Two-Party Support Gives School Funding Wider Reach
Peggy Lehner: Money Doesn’t Ensure Equity
Veronica Palmer: Empowering Families to Lead
Pedro A. Rivera: A Fair Formula for Funding
John Schoenig: Our Children Are Made for Greatness
Tammy Wawro: Confronting the Realities of a Changing Population
Letters
TopSchoolJobs Recruitment Marketplace
Danielle Gonzales & Ross Wiener: Yes, Schools Have an Equity Problem. What Should We Do About It?
Education Week - May 31, 2017 - For Schools, Rating Students’ Character Is a Tricky Prospect
Education Week - May 31, 2017 - 2
Education Week - May 31, 2017 - 3
Education Week - May 31, 2017 - News in Brief
Education Week - May 31, 2017 - Report Roundup
Education Week - May 31, 2017 - Charter Win Brings Big Shift to L.A. Unified
Education Week - May 31, 2017 - Reading and the Mind : An Author Q&A
Education Week - May 31, 2017 - Letters to Districts Prompt Worries About E-Rate’s Future
Education Week - May 31, 2017 - 9
Education Week - May 31, 2017 - 10
Education Week - May 31, 2017 - 11
Education Week - May 31, 2017 - 12
Education Week - May 31, 2017 - Amid Fiscal Crisis, Puerto Rico Shuts Down Scores of Schools
Education Week - May 31, 2017 - 14
Education Week - May 31, 2017 - 15
Education Week - May 31, 2017 - 16
Education Week - May 31, 2017 - 17
Education Week - May 31, 2017 - Trump Budget Draws Ire, Tepid Support From School Choice Worl
Education Week - May 31, 2017 - 19
Education Week - May 31, 2017 - Steve Canavero:Two-Party Support Gives School Funding Wider Reach
Education Week - May 31, 2017 - Pedro A. Rivera: A Fair Formula for Funding
Education Week - May 31, 2017 - Letters
Education Week - May 31, 2017 - TopSchoolJobs Recruitment Marketplace
Education Week - May 31, 2017 - 24
Education Week - May 31, 2017 - 25
Education Week - May 31, 2017 - 26
Education Week - May 31, 2017 - 27
Education Week - May 31, 2017 - Danielle Gonzales & Ross Wiener: Yes, Schools Have an Equity Problem. What Should We Do About It?
Education Week - May 31, 2017 - CW1
Education Week - May 31, 2017 - CW2
Education Week - May 31, 2017 - CW3
Education Week - May 31, 2017 - CW4
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