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    CALL TO ACTION

    We can structure professional learning to fight racism

    By Denise Glyn Borders
    Categories: Equity, Implementation
    August 2020
    Vol. 41, No. 4
    From their earliest days in schooling, Black students’ experiences in schools are dramatically different from those of white students. For example, Black preschool children are 3.6 times as likely to receive out-of-school suspensions as white preschool children (U.S. Department of Education, 2016). The disciplinary disparities continue in K-12: 6% of all K-12 students received one or more suspensions, but look at the breakdown: 18% for Black boys, 10% for Black girls, 5% for white boys, and 2% for white girls (U.S. Department of Education, 2016). Inequities for Black students extend well beyond discipline. Black students’ access to advanced coursework, for example, is disproportionately lower than their white peers, beginning at an early age and continuing through high school (The Education Trust, 2020). I don’t accept

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    Authors

    Denise Glyn Borders

     Denise Glyn Borders is president and CEO at Learning Forward.

    Tell your district’s story

    Learning Forward is gathering information from districts on how you’re addressing inequity at every level. Email me at denise.borders@learningforward.org to let me know about your successes, your challenges, and your questions.

    References

    The Education Trust. (2020, January). Inequities in advanced coursework: What’s driving them and what leaders can do. s3-us-east-2.amazonaws.com/edtrustmain/wp-content/uploads/2014/09/08183916/Inequities-in-Advanced-Coursework-Whats-Driving-Them-and-What-Leaders-Can-Do-January-2019.pd

    Toness, B.V. (2020, May 23). One in five Boston public school children may be virtual dropouts. Boston Globe. www.bostonglobe.com/2020/05/23/metro/more-than-one-five-boston-public-school-children-may-be-virtual-dropouts

    U.S. Department of Education. (2016). 2013-2014 civil rights data collection: A first look. Key data highlights on equity and opportunity in our nation’s public schools. www2.ed.gov/about/offices/list/ocr/docs/2013-14-first-look.pdf


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    Denise Glyn Borders served as Learning Forward President and CEO from 2019 to 2022. Before that, she was president of SRI Education, a division at SRI International, where she led three centers – Learning and Development, Technology and Learning, and Education Policy. Previously, Borders was senior vice president and director of the U.S. Education and Workforce Development Group at FHI 360, a global human development organization with an evidence-based research approach.


    Categories: Equity, Implementation

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