CCE’s Principles of Educational Equity
(adapted from “Educational Equity Defined” by Barbara Bitters)
Educational equity ensures the creation of belief systems and educational policies, practices, and programs, supported by the personal responsibility of all staff, necessary to:
• Provide barrier-free cultures for any student group, particularly students within historically underserved groups, in which dialogue and respect for the individual learner are the norm
• Provide equitable educational opportunities along with differentiated support and resources to ensure that every student, in all subgroups, demonstrates competency over rigorous standards for academic performance to ensure college, career, and life readiness.
Equity strategies which address these two goals are planned, systemic, and focus on the core of the teaching and learning process (curriculum, instruction, assessment, and culture). Leadership who communicates and acts upon an equity belief system is critical to creating equity-driven schools. Equity is not a static, one-time activity or initiative; rather, it encompasses an ongoing process of examination of data, inquiry, action, and reflection.
Working definition of Social Justice
(adopted from Los Angeles Principal Residency Network – LAPRN)
Social justice is equity in opportunity and privilege for all people. This can only be achieved through a process of validating individual experiences, and acknowledging that current systems were borne out of and perpetuate injustice.
Social justice is sustained through a societal commitment to transforming social, political, economic and cultural systems into systems that provide equity in opportunity and privilege. These systems ensure that power and decision making are shared, and all people have autonomy to act responsibly in their own, their family’s and their community’s best interests.