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Showing posts with label AISD Equity. Show all posts
Showing posts with label AISD Equity. Show all posts

Tuesday, November 10, 2020

Equity vs. Equality and Other Racial Justice Definitions 8.24.2020, BY THE ANNIE E. CASEY FOUNDATION

When we use concepts like "equity" and "equality," it's important to have a shared language. Thanks to the Annie E. Casey Foundation for addressing this.

-Angela Valenzuela


Equity vs. Equality and Other Racial Justice Definitions


POSTED AUGUST 24, 2020, BY THE ANNIE E. CASEY FOUNDATION

Often, race-focused conversations derail because people are using the same terms in different ways. One of the challenges of communicating effectively about race is to move people from the narrow and individualized definition of racism to a more comprehensive and systemic awareness.

To illuminate racism, we need to “name it, frame it and explain it.”

Establishing a shared language to present data, describe conditions and outcomes and identify root causes of inequities serves an important function. A common language creates a narrative that makes it easier to communicate the commitment to racial equity, both internally and externally, and it creates a platform for coordinated work toward equitable outcomes.

The following are definitions of core concepts that can help groups develop a shared language for racial equity and inclusion:

Definitions and core concepts

Equity

Equity is defined as “the state, quality or ideal of being just, impartial and fair.” The concept of equity is synonymous with fairness and justice. It is helpful to think of equity as not simply a desired state of affairs or a lofty value. To be achieved and sustained, equity needs to be thought of as a structural and systemic concept.

Equity vs. Equality

Equity involves trying to understand and give people what they need to enjoy full, healthy lives. Equality, in contrast, aims to ensure that everyone gets the same things in order to enjoy full, healthy lives. Like equity, equality aims to promote fairness and justice, but it can only work if everyone starts from the same place and needs the same things.

Systemic Equity

Systemic equity is a complex combination of interrelated elements consciously designed to create, support and sustain social justice. It is a dynamic process that reinforces and replicates equitable ideas, power, resources, strategies, conditions, habits and outcomes.

Inclusion

Inclusion is the action or state of including or of being included within a group or structure. More than simply diversity and numerical representation, inclusion involves authentic and empowered participation and a true sense of belonging.

Racial Justice

Racial justice is the systematic fair treatment of people of all races that results in equitable opportunities and outcomes for everyone. All people are able to achieve their full potential in life, regardless of race, ethnicity or the community in which they live.

A “racial justice” framework can move us from a reactive posture to a more powerful, proactive and even preventive approach.

Race

Race is a socially constructed system of categorizing humans largely based on observable physical features (phenotypes), such as skin color, and on ancestry. There is no scientific basis for or discernible distinction between racial categories.

The ideology of race has become embedded in our identities, institutions and culture and is used as a basis for discrimination and domination.

Racism

The concept of racism is widely thought of as simply personal prejudice, but in fact, it is a complex system of racial hierarchies and inequities. At the micro level of racism, or individual level, are internalized and interpersonal racism. At the macro level of racism, we look beyond the individuals to the broader dynamics, including institutional and structural racism.

Internalized Racism

Internalized racism describes the private racial beliefs held by and within individuals. The way we absorb social messages about race and adopt them as personal beliefs, biases and prejudices are all within the realm of internalized racism.

For people of color, internalized oppression can involve believing in negative messages about oneself or one’s racial group. For white people, internalized privilege can involve feeling a sense of superiority and entitlement, or holding negative beliefs about people of color.

Interpersonal Racism

Interpersonal racism is how our private beliefs about race become public when we interact with others. When we act upon our prejudices or unconscious bias — whether intentionally, visibly, verbally or not — we engage in interpersonal racism. Interpersonal racism also can be willful and overt, taking the form of bigotry, hate speech or racial violence.

Institutional Racism

Institutional racism is racial inequity within institutions and systems of power, such as places of employment, government agencies and social services. It can take the form of unfair policies and practices, discriminatory treatment and inequitable opportunities and outcomes.

A school system that concentrates people of color in the most overcrowded and under-resourced schools with the least qualified teachers compared to the educational opportunities of white students is an example of institutional racism.

Structural Racism

Structural racism (or structural racialization) is the racial bias across institutions and society. It describes the cumulative and compounding effects of an array of factors that systematically privilege white people and disadvantage people of color.

Since the word “racism” often is understood as a conscious belief, “racialization” may be a better way to describe a process that does not require intentionality. Race equity expert John A. Powell writes:

“‘Racialization’ connotes a process rather than a static event. It underscores the fluid and dynamic nature of race…‘Structural racialization’ is a set of processes that may generate disparities or depress life outcomes without any racist actors.”

Systemic Racialization

Systemic racialization describes a dynamic system that produces and replicates racial ideologies, identities and inequities. Systemic racialization is the well-institutionalized pattern of discrimination that cuts across major political, economic and social organizations in a society.

Public attention to racism is generally focused on the symptoms (such as a racist slur by an individual) rather than the system of racial inequity.

Racial Privilege and Racial Oppression

Like two sides of the same coin, racial privilege describes race-based advantages and preferential treatment based on skin color, while racial oppression refers to race-based disadvantages, discrimination and exploitation based on skin color.

Continue learning about racial equity and inclusion

The Annie E. Casey Foundation offers a variety of reports and resources to help promote racial equity and inclusion in America. Explore the resources below to learn more and help promote equity and inclusion in your life:

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Sunday, December 04, 2016

Austin school district to consider campus closures, reconstruction

Change is in the forecast for AISD Schools. Time to get involved if you're not already involved.

-Angela

Austin school district to consider campus closures, reconstruction


T.A. Brown to remain shuttered after school deemed unsafe
Austin American-Statesman

Highlights

The Austin district could close up to 10 schools that are in poor condition, consolidating or replacing them.
If LASA is moved to Travis High School, it could nearly double in size to 2,000 students.
It’s unclear which projects will be recommended to the school board to include in a November 2017 bond package.
The Austin district could close up to 10 aging schools that are in poor condition, consolidating them with others or replacing them, according to a preliminary report from consultants working on a 25-year master plan.
Six new schools across the district could be built, and the nationally ranked Liberal Arts and Science Academy, LASA, now located on the LBJ High School campus, could be moved.
District leaders said the goal is to modernize the district and its campuses with help from a building-by-building assessment that was completed this fall. The district’s average facility is 40 years old, and some are over 100 years old. One in three has been determined to be in poor condition.
The abrupt closure of T.A. Brown Elementary School last month underscores the problems at some schools, which persist after voters rejected $400 million of $892 million in bond funding the district sought in 2013.
The list of possible closures, consolidations and other options is the beginning of the brainstorming and community work that the district plans over the coming months as it prepares for the next bond package, which could come as early as November 2017.
The projects will come with a steep price tag, as the district already has about $2 billion in deferred maintenance. A new elementary school costs roughly $30 million, while a new high school costs about $100 million.
The consultants’ options were presented Wednesday night to a facilities and bond planning advisory committee. In coming weeks that committee will have a series of high-stakes meetings to determine which options to present to the public.
“We can accept them individually or not make them at all,” said Rich DePalma, a committee member. “I feel comfortable hearing their options, but I see it as just another data point. I want people to be involved in the process and be participating in the process. This committee is focused on the community’s interest and is thinking of the district as a whole. We are thinking of the kids and that’s whose back we have.”
The projects the district moves forward with are likely to be broken into a series of bonds over the next two decades, with high-need items first. It’s too early to determine which projects will be recommended to the school board to include in a November 2017 bond package, district officials said.
District Chief Financial Officer Nicole Conley said the facilities and bond planning committee members will examine the options and will create an initial proposal for the community to vet at the end of January.
“They have to layer on the qualitative information and take into account the academic needs that haven’t been incorporated here, our reinvention projects, administrative concerns,” Conley said. “There are a lot of things that haven’t been factored in that have to be coalesced into an ultimate proposal that will be vetted by the community. … It will look dramatically different by the time we get to the end.”
For now, some of the options include:
  • Six new campuses, including an elementary in the Mueller neighborhood for Pecan Springs Elementary students; an elementary school in Northwest Austin; an elementary school in Southwest Austin; and an elementary, middle and high school in Southeast Austin.
  • Moving the nationally ranked Liberal Arts and Science Academy, LASA, to Martin or Covington middle school, which would close those campuses and would allow LASA to slightly grow. Or LASA could be moved to Travis High School, allowing it to nearly double. Students at the high school could possibly move into neighboring high schools until a new high school in Southeast Austin is built.
  • Rebuild or overhaul: Brentwood, Casis, T.A. Brown elementary schools; the Rosedale school; Ann Richards School for Young Women Leaders and Sadler Means Young Women’s Leadership Academy.
  • Consolidate the Webb Primary Center, which is exclusively in portable buildings, into Webb Middle School to create a K-8 campus.

Shaun Cranston, the Greater Austin Chamber of Commerce chairman for education, lauded the work by Superintendent Paul Cruz’s administration.
“Dr. Cruz and his team deserve a lot of credit for tackling this complex issue,” Cranston said. “By presenting these options, we encourage AISD and the community to work together to finalize a master facility plan which looks to the future and renovates, modernizes and effectively uses each building in the district, while continuing to serve its current students.”
District officials said their decision to release all of the options early, with calls for the community to weigh in, is meant to avoid the kind of backlash that came over a former facilities plan that incited protests from the community in 2011. That proposal included nine campus closures to save $11 million, and it prompted more than 1,500 parents and community members to pack meetings to rally to save their neighborhood schools.
“We’re looking at ways to put our kids in better, more modern spaces but at the same time repurposing some of our physical assets to meet new needs in the communities, (and) leverage those assets to make investments in those communities,” Conley said.

Thursday, October 06, 2016

A potential "20-year first" relating to Austin ISD Board of Trustees Representation

 A potential "20-year first" relating to Austin ISD Board of Trustees Representation

by 

Paul Saldaña, followed by commentary by Angela Valenzuela

My response to Board Member Paul Saldaña commentary on a potential 20-Year First
Austin Independent School District (AISD) Board Member

First, Paul Saldaña's observation:

AISD's student demographic profile consists of nearly 83,000 students. Minority students represent 75% of the total AISD population. The largest single Minority group are Latino students at nearly 60%, followed by African-Americans at 8%, then 7% other Minorities. In addition, nearly 28% or over 23,000 are Limited Englsh Proficient students. We currently have 100 languages spoken in our schools and serve refugees from 42 Countries. 

Since 2000, the least number of Minorities serving on the 9 Member AISD Board at the same time has been 3. After some quick research here is the snapshot:

2000-2002: 3 Minorities Trustees: Valdez(H/L), Montoya (H/L), Edelen (AA)
2002-2004: 3 Minorities Trustees: Valdez(H/L), Montoya(H/L) and Bradley (AA)
2004-2006: 3 Minorities Trustees: Valdez(H/L), Montoya(H/L) & Bradley (AA)
2006-2008: 4 Minorities Trustees Bradley(AA), Moya(H/L), Torres(H/L) & Montoya(H/L)
2008-2010: 5 Minorities Trustees: Guzman(H/L), Torres(H/L),Brister(H/L), Moya(H/L) & Bradley(AA)
2010-2012: 6 Minorities Trustees: Barksdale(AA), Moya(H/L), Bradley(AA), Torres(H/L), Brister(H/L) & Guzman(H/L)
2012-2014: 5 Minorities Trustees: Barksdale(AA), Bradley(AA), Moya(H/L), Torres(H/L) & Hinojosa(H/L)
2014-2016: 3 Minorities Trustees: Hinojosa(H/L), Gordon(AA) & Saldaña (H/L)


*Legend: H/L-Hispanic/Latino, AA-African-American 

Depending on the outcome of the upcoming November 2016 AISD Board Elections, in 2017, the AISD Board of Trustees could potentially only include 2 Minority Trustees, Dr. Ted Gordon (African-American) & Paul Saldaña (Latino)** out of 9 seats.

**African-American Andy Anderson running in AISD Dist 2 against Jayme Mathias (Anglo) and Latino candidate David Quintanilla running in open At-large Position 8 (seat to be vacated by Hinojosa) against Cindy Anderson (Anglo). #Equity

My response to Board Member Paul Saldaña commentary on a potential "20-Year First"


A school board that includes representatives of all diverse groups in our city at the table of political power is vital to our democracy.  It helps ensure that diverse voices and perspectives are represented.  In contrast, imbalances that in fact align to race/ethnicity and socioeconomic class background have enormous implications for which perspectives, whose experiences, and whose knowledge get represented, as well as how “the evidence” gets interpreted and represented.
The lack of AISD representation is already impactful. 
For example, the conversation should not at all be about WHETHER dual language/bilingual education “works,” but rather HOW best to implement a program that we already know is second to none if well-designed, well-staffed, and well-funded.  All of this should be a settled matter with us focused on the mechanics rather than any backward engineering of it on a seeming path to removal—albeit not for the Anglo parents in “their schools” in our district where it’s more than perfectly fine for them. 
This “conversation” that is currently taking place on our board today squarely supports my point on how diversity (or lack thereof) finds expression in ways that are massively important to policy—in this case, bilingual/dual language policy.  It further puts our bilingual/dual language teachers and administrators that are carrying out this pedagogy on the defensive when the opposite should hold true: They should be fully supported with all the resources and materials they need at their disposal. 
We should already have in place, for example, a bilingual/dual language lab where teachers can learn in a tangible way how best to offer instruction across diverse contexts on the basis of proven models.  When they lack curriculum, books, mentorship, and support, they are unnecessarily disheartened when their very status as bilingual/dual language teachers is called into question by board members that float into the atmosphere whether bilingual education even “works.”
With the literal decades of peer-reviewed research that has gone into this, including gold standard, governmental studies, bilingual/dual language education is more a matter of politics than about evidence.  The jury is in on dual language/bilingual education.  It has been in.  Ethnic studies, too.
With the more than 23,000 English language learner students cited by Paul Saldaña above—that doesn’t even include thousands more youth that are bilingual and biliterate—we should be getting on with the task of preparing ALL of our youth well for a multilingual and multiracial society.
A FURTHER lack of diversity on the AISD school board should deeply concern us—and perhaps particularly so for a city that likes to think of itself as liberal.  A diverse school board that represents our city not only prioritize youth as our most important investment for the future, but does so in a way that is research-based, intellectually honest, and culturally affirming.
I am not at all saying that having a racially/ethnically diverse school board automatically translates into the voices and interests of our cities’ communities being heard and met—even if this tends to be the case—but rather that a lack of diversity correlates to systemic biases, structured silences, and a not-surprising lack of concern about diversity in other areas such as in the teacher workforce itself.
I expound on this further in an earlier blog post that I encourage you to read titled, A teacher mispronouncing a student’s name can have a lasting impact—Why we need to grow our own teachers of color...
On the topic of bilingual/dual language education, it is incredibly disappointing to see board member conversations take us back to square one.  We don’t live in Anchorage, Alaska or in Augusta, Maine. It should mean something that Texas shares a border with Mexico that is 1,254 miles long—out of a total length of 1,900 miles to California.  But…that is indeed what you get with a lack of diversity on our school boards.
Keep up the great work, Paul!  Be our voice. Champion not only that which we know is well established in research, but that to which should already be our human and civil right as linguistic minorities—a right to our language and culture—and for a demographic, my friends, that inescapably holds our future and economic well-being as a country in its hands.
Angela Valenzuela
c/s

Wednesday, February 11, 2015

Austin district moves to conduct assessment of school equity


By Melissa B. Taboada - American-Statesman Staff

The Austin school board is taking steps to conduct a self-assessment on school equity in response to a threat by the Texas Civil Rights Project to file a complaint with the U.S. Department of Education against the district.
Prior to conducting the assessment, the board will get ideas from a committee that is already examining how many of the district’s contracts are awarded to minority- or women-owned businesses. Then, the equity study will be conducted by a separate committee to be formed by the board in March.
The Texas Civil Right Project’s push for an assessment is an attempt to quantify a persistent issue in the Austin school district. Data has shown many schools on the city’s east side are under capacity, have high numbers of inexperienced teachers and educate mostly low-income, Hispanic and black students. Those schools have been the focus of a series of reforms over the years, with varying degrees of success. On the other hand, some of the district’s other schools and programs are highly competitive, full of experienced teachers and educate larger percentages of affluent students.
“Equal opportunity has to be guaranteed to all our children in our society,” Trustee Ted Gordon said during a 1.5 hour robust — and sometimes heated — discussion as the school board addressed equity and equality on Monday night. “Education is supposed to be the great leveler of this society … I don’t think the school district can do everything to resolve this issue, but I think we owe it to our kids to try to figure out what’s going on within our district, where the inequities lie, and see if we can address them.”
Abby Frank, a Texas Civil Rights Project attorney, said the group is pleased by the steps the district is taking.
“It’s a good step forward for the district,” she said. “This is only the beginning and we hope to be involved in the process and ensure there is community input.”
Trustee Robert Schneider questioned what exactly the assessment will measure and said he wants to make sure the committee is not monopolized by any one perspective.
The Texas Civil Rights Project in January publicly complained that the district had not addressed a disparity between the resources and opportunities given to affluent students and their low-income peers on the city’s east side. The group has said there are clear discrepancies in the district’s distribution of education resources, including access to donations and private resources from outside groups and access to high-quality and signature programs.
Schneider and Gordon clashed Monday over the diversity at the district’s nationally ranked high school: the Liberal Arts and Science Academy. Though district data shows that less than 12 percent of LASA students are low-income, less than 2 percent are black and 21.4 percent are Hispanic — in a district where 60 percent of students are Hispanic or low-income, and 8 percent are black — Schneider called LASA the most diverse high school in the district.
Schneider also said he didn’t think students took issue with the fact that LASA students, the majority of whom are white, are taught on the second floor of the campus; while those at LBJ High, where most students are low-income and black or Hispanic, are taught on the bottom floor.
Gordon disagreed with both points.
“I really do question when the percentage of African Americans, just to take my own interest and identity, is as low as it is, regardless of whatever your definition of diversity it is, to say that it is a diverse setting and that it’s OK the way it is, I was going to say is insulting, but I won’t go that far,” Gordon said. “It’s incomprehensible. There’s a problem.”
Schneider said if there was some sort of bias at LASA, including which students are admitted into the school a competitive process based on the student’s performance on a test, teacher recommendations and an essay he “would be among the first” to speak up.
“LASA is an open application. Anyone can apply,” Schneider said. “They don’t keep track of race or ethnicity or anything else for the applications. And in fact they have gone through numerous and repeated steps to make sure students aren’t identifiable to make sure that issues like you’re bringing up are not part of the process. So if you have a system where anyone and everyone can apply, I’m failing to see any deliberate and intentional effort to keep anyone out, regardless of their ethnicity or social economic status or anything else …
“I fail to see how the argument of there’s bias based on ethnicity is valid in any way at that school,” Schneider said.
Gordon, who is also chairman of the University of Texas African and African Diaspora Studies Department, said the fact that proportionally small numbers of minority students attend a school such as LASA shows that the system is somehow working to exclude them. He said the campus represents “colorblind racism,” which he said looks “racial inequity in the eye and claims it doesn’t exist.”