Evidence+of+Social+Equity

Social equity is a large and growing ordeal in our school. As our country grows larger and more diverse, as do our school systems. In a developmentally responsive middle school social differences are embraced and the equal treatment of all students is a given. Students will not be seen for what they look like on the outside, but for who they are on the inside, what type of learner they are, what they are capable of achieving, and new ideas or knowledge they may bring to the learning table. By embracing our students differences we(teachers and students) can learn new information and become more worldly. As the National Middle School Association put it, "Schools have a responsibility to assist students in dealing with major societal issues," and by showing our students the positive factors in a differing society they will learn to see the world in color, rather than black and white, in return becoming lifelong learners. (NMSA, 2010, Pg. 8)

The second North Carolina Professional Teaching Standard states that, "Teachers establish a respectful environment for a diverse population of students." The standard is described in a fashion that supports a developmentally responsive middle school explaining the ways in which teachers are expected to teach students effectively. Educators should embrace diversity in the school community and in the world by using these issues to their advantage. They can organize lessons that show the knowledge they hold about diverse cultures and counteract the stereotypes that are placed on these students. The standard discusses the ways in which schools should communicate with the families and guardians in the lives of all their students. This builds "trust and understanding as well as partnerships with the school community." (NC Standards, 2008)

Cedar Grove Middle School shows no evidence of creating social equity within their School Improvement Plan nor their School's Website. According to last years statistics the middle school had a population of 70% Caucasian and the remaining 30% is made up of other races. (NC Report Card, 2010-11) The school seems to place its focus only on the importance of raising test scores in every way and category. The state does place extreme pressure for students, teachers and schools alike to raise their test scores but social equity is a factor that needs to be made a priority. The type of students we want, we must create.

NMSA, 2010, __"This We Believe: Keys to Educating Young Adolescents"__ National Middle School Association North Carolina Professional Teaching Standards, 2006-2012 North Carolina Report Card, 2010-2011, Brunswick County Schools-Cedar Grove Middle School. http://www.ncreportcards.org