Promoting Academic Success...

Odie J. Douglas, WASC Commission Chairperson

According to our WASC Equity Statement, the institutions participating in the WASC self-study process that successfully address issues of equity, diversity, and inclusion (DEI) have several practices and strategies in common. They include:

1. An overt commitment to equity, diversity, and inclusion that is demonstrated by clear mission/vision/core value statements/goals and shared broadly among governing board members, faculty, staff, students, and families.

2. A thorough and honest review of a wide range of disaggregated data results that include academic performance, language proficiency, discipline, attendance, dropout and graduation rates, involvement in co/extracurricular activities, special education classification, and access to student services.

3. A commitment to changing the practices, policies, systems, and structures that contribute to the disparities they find between student groups and measuring the impact on student learning and well-being.

In today's rapidly evolving educational landscape, the recognition and prioritization of DEI have become paramount. Schools are not merely institutions of learning, but environments where students cultivate their identities, perspectives, and sense of belonging. Thus, it's imperative for educators, families, and community members to understand and actively support these principles to ensure every student's academic success, both now and in their future endeavors.

Listed below are several key points, supported by educational research, that emphasize leveraging the focus on learning accreditation process through the systemic use of DEI practices. These areas can further increase student achievement and close/eliminate the opportunity gap.

Key Points

1. Alignment with Accreditation Standards: WASC’s accreditation standards explicitly address DEI by integrating equitable practices into the core criteria areas to assess school quality and effectiveness.

2. Data-Informed Decision Making: It is essential for schools to utilize disaggregated achievement data results to identify disparities in student outcomes and inform targeted interventions aimed at addressing opportunity/opportunity gaps. Accreditation processes can incentivize schools to collect, analyze, and act upon formative and summative data results to improve equity and student achievement. (Boser et al., 2018)

3. Culturally Responsive Teaching Practices: The importance of culturally responsive teaching practices, which honor students' diverse backgrounds, experiences, and identities are integral in the expectations for accreditation. Educators should receive training and support to implement effective research-based pedagogical approaches that validate and affirm students' cultural identities. (Ladson-Billings, 2014)

4. Student Voice and Agency: Incorporating mechanisms for amplifying student voice and agency in school decision-making are vital for sustainable schoolwide improvement. Engaging students as partners in identifying challenges, co-creating solutions, and evaluating progress fosters a sense of ownership and empowerment, leading to more responsive and equitable schools. (Cook-Sather et al., 2018)

5. Community Partnerships and Engagement: Actively collaborating with community organizations, families, and stakeholders is crucial to address systemic inequities and co-design initiatives that promote DEI. Accreditation standards encourage schools to establish meaningful partnerships that leverage community assets and expertise to support student success. (Bryk et al., 2015)

6. Professional Development on Equity and Inclusion: Prioritizing professional development opportunities for educators focused on equity-minded practices, implicit bias awareness, and culturally sustaining pedagogies are a must. Ongoing training ensures that educators have the knowledge, skills, and dispositions to create inclusive learning environments that meet the diverse needs of all students. (National Equity Project, 2020)

7. Transparent and Accountable Practices: Accreditation standards enhance transparency and accountability in how schools address equity issues and measure progress toward closing opportunity/achievement gaps. Clearly articulated benchmarks, progress monitoring, and reporting mechanisms ensure that schools are held accountable for advancing DEI. (Southern Poverty Law Center, 2019)

Schools/organizations that consistently integrate these key points into the overall Focus on Learning accreditation process with fidelity and a laser-like focus on monitoring and accountability can productively leverage the framework of continuous improvement. Doing this work systemically has the strong potential to enhance teaching and learning practices, increase student achievement, and eliminate the opportunity/achievement gap.

We wish everyone the very best as we remain vigilant in our joint efforts to celebrate/implement equity and access practices for every child in an academically rigorous learning environment.

References:

• Boser, U., Chingos, M. M., & Straus, R. A. (2018). Opportunity and Achievement Gaps. The Future of Children, 28(2), 3–18.

• Bryk, A. S., Gomez, L. M., & Grunow, A. (2015). Learning to Improve: How America’s Schools Can Get Better at Getting Better. Harvard Education Press.

• Cook-Sather, A., Bovill, C., & Felten, P. (2018). Engaging Students as Partners in Learning and Teaching: A Guide for Faculty. Jossey-Bass.

• Ladson-Billings, G. (2014). Culturally Relevant Pedagogy 2.0: Aka the Remix. Harvard Educational Review, 84(1), 74–84.

• National Equity Project. (2020). Leading for Equity: Opportunities for State Education Chiefs.

• Southern Poverty Law Center. (2019). Equity Audit Guide.