Learning Forward

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Equity through mutual accountability

By Learning Forward
October 2018
Vol. 39 No. 5
Today, over half of students served in our nation’s public schools are students of color, and over half of students qualify for free or reduced-price lunch (Rich, 2015). Because of the persistence of race and class segregation in housing patterns and a lack of willingness to implement past court orders for school desegregation (Rothstein, 2017), many schools are characterized by hypersegregation by both race and class (Orfield, Ee, Frankenberg, & Siegel-Hawley, 2016). Moreover, in much of the country, the most disadvantaged children are most likely to attend underfunded schools (U.S. Commission on Civil Rights, 2018). They also typically obtain the lowest test scores, graduation rates, and, in many cases, are more likely to be subjected to punitive forms of discipline. Too often, the services needed

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Authors

Joaquin Noguera and Pedro Noguera

Joaquin Noguera (noguera.joaquin@gmail.com) is a member of the education faculty at Bard College’s Masters in Teaching program and a doctoral student in the Graduate School of Education and Information Studies at UCLA. Pedro Noguera (pnoguera@gseis.ucla.edu) is a distinguished professor of education at the Graduate School of Education and Information Studies at UCLA and founder of the Center for the Transformation of Schools.

References

Blankstein, A. & Noguera, P. (2015). Excellence through equity. Alexandria, VA: ASCD.

Ladd, H.F. (2012). Education and poverty: Confronting the evidence. Journal of Policy Analysis and Management, 31(2), 203-227.

Lewis, A. & Diamond, J. (2017). Despite the best intentions. New York, NY: Oxford University Press.

Noguera, P. & Wing, J. (2006). Unfinished business: Closing the achievement gap in our nation’s schools. San Francisco, CA: Jossey-Bass.

Orfield, G., Ee, I., Frankenberg, E., & Siegel-Hawley, G. (2016). Brown at 62: School segregation by race, poverty, and state. Los Angeles, CA: Civil Rights Project, University of California-Los Angeles.

Quinn, J. & Fullan, M. (2015). Coherence: The right drivers in action for schools, districts, and systems. Thousand Oaks, CA: Corwin.

Rich, M. (2015, January 16). Percentage of poor students in public schools rises. The New York Times. Available at www.nytimes.com/2015/01/17/us/school-poverty-study-southern-education-foundation.html.

Rothstein, R. (2017). The color of law. New York, NY: Liveright Publishing.

U.S. Commission on Civil Rights. (2018). Public education funding inequity in an era of increasing concentration of poverty and resegregation. Washington, DC: Author.

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Learning Forward is the only professional association devoted exclusively to those who work in educator professional development. We help our members plan, implement, and measure high-quality professional learning so they can achieve success with their systems, schools, and students.

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