Search

Educational Equity

I hate to break it to you, but the styles and methods of teachers in high income areas are not any better than the styles and methods of teachers in low income areas. I speak this truth because I have lived this truth. My experiences teaching and observing colleagues in low income and high income areas while soaking up every teaching methodology and professional development opportunity like a sponge served me beautifully, and I will forever cherish these experiences and utilize my knowledge when working with students and families.


I’ll be alarmingly honest.


I expected to see teachers beyond my wildest expectations ever when I taught in an affluent town in Georgia, but I soon realized that the teachers were equally as fabulous across the board whether the school I was teaching in was urban, rural, or suburban or whether I was in a low income or high income part of the state. Teachers in a “good school” and teachers in a “bad school” are trying their very best to serve and support students and families. I assure you.


You see, it isn’t the teachers who are so vastly different.


The biggest difference I saw in a school being a successful place for learning were the behaviors in the classroom.


What?!


Before you screech to a halt in haste, let me explain.


Equal class sizes will never be equitable.


Can an 8th grade teacher effectively teach over 30 students who can read and write successfully? Sure thing.


Can two 8th grade teachers effectively teach a class of over 30 students when 18 of these student