News & publications from and featuring National Equity Project staff, board, and partners.
5 Steps for Liberating Public Education From Its Deep Racial Bias | by LaShawn Routé Chatmon and Kathleen Osta
Editorial in Education Week on how social emotional learning can build a more-inclusive school community—but only if done well.
Hugh Vasquez on Speak Out with Tim Wise
Senior Associate Hugh Vasquez appeared as a guest on anti-racism activist Tim Wise’s podcast Speak Out. The conversation focused on the role of subconscious bias in perpetuating racial inequities, and how individuals and institutions can begin to undo the impact of these biases and create policies and practices that minimize the damage they can do. In their discussion Hugh and Tim explore the research from the field of brain science and how that research can (and must) inform our strategies for addressing racism in our communities.
A Safe Place to Talk About Race: 10 Thought Provoking Interviews
Senior Associate Hugh Vasquez’s interview “When People of Color Turn to Self Hate” is featured in the book and addresses the issue of internalized oppression.
Educators Alarmed: Black, Latino High School Students Performing at Academic Levels of 30 Years Ago
Executive Director LaShawn Routé Chatmon was interviewed for this article, along with Amy Wilkins, vice president for government affairs and communications at the Education Trust; Dominique Apollon, research director of the Applied Research Center; and Pedro Noguera, professor of education at New York University.
The Conversation Labs: An Experiment in Funder / Practitioner Dialogues
Sr. Associate Hugh Vasquez co-authored a report titled “The Conversation Labs: An Experiment in Funder / Practitioner Dialogues.” The report describes a series of dialogues between philanthropic and nonprofit leaders “with no expectations other than to engage in honest conversations about what works and what doesn’t.” Hugh facilitated the Labs and offers his observations in this report on a rare experiment in collaborative dialogue for social change.
National Equity Project Recognized as a “Highly Effective Nonprofit”
We are honored that a group of 96 experts identified us as a top nonprofit working in the middle-secondary education field. Only 15 out of over 130 nonprofits reviewed earned the distinction of a Philanthropedia Top Nonprofit. Philanthropedia is a nonprofit organization working to connect donors with some of the highest impact nonprofits in a cause. Unlike other online rating/donor sites, they use experts to identify high-impact nonprofits, and they allow donors to support an entire social cause through an Expert Fund. Visit the Philanthropedia’s website to learn more about how the experts reviewed us, and make a donation to us or to the Bay Area middle-secondary education Expert Fund.
Our coaching model was featured in the August 2010 Journal of Staff Development. Victor Cary, Senior Director and Tom Malarkey, Senior Associate, are both featured. The article highlights the work of Kimi Kean, Oakland Unified School District Regional Executive Officer and a longtime National Equity Project partner and her experience with our coaching as principal of Acorn Woodland elementary school. Acorn Woodland was a new small school we helped open in 2000 that has become high-performing school serving low-income students of color.
“Coaching is about developing your inner capacity. It’s about inquiry. What’s your current reality, what data tells you that, what goal do you have, what’s getting in the way, what do you want to try to make that different? Then, once you try, reflecting on it. What did you produce now? Are you closer to your goal? What’s the next strategy you’ll use? It’s about teaching people how to think and problem solve rather than giving people a prescription.”
“In The Midst of Transformation: Reflections from the Bay Area Coalition for Equitable Schools.” Horace, Vol 23 No. 4. Winter 2007.
Executive Director LaShawn Routé Chatmon was featured in the Winter 2007 issue of Horace, The Journal of the Coalition of Essential Schools.
Unfinished Business: Closing the Racial Achievement Gap in our Schools. Pedro Antonio Noguera and Jean Yonemura Wing, Eds. Jossey-Bass, 2006.
In this groundbreaking book, co-editors Pedro Noguera (NEP Advisory Board member) and Jean Wing investigate the dynamics of race and achievement at Berkeley High School, a longtime National Equity Project partner. Unfinished Business brings to light the hidden inequities of schools – where cultural attitudes, academic tracking, curricular access, and after-school activities serve as sorting mechanisms that set students on paths of success or failure.
Unfinished Business examines the results of the Berkeley High School Diversity Project, a six-year research and organizing project that brought together high school students, parents, teachers, staff, and university researchers to explore how a school and a community can act together to address the racial disparities that exist in academic performance. Our Executive Director LaShawn Routé Chatmon was the Co-Director of the Diversity Project and contributes to the book.
Working Toward Equity : Resources and Writings from the Teacher Research Collaborative. Eds. Linda Friedrich, Carol Tateishi, Tom Malarkey, Elizabeth Radin Simons, and Marty Williams, The National Writing Project, 2006.
Tom Malarkey and former BayCES coach Liz Simons helped edit this book, in collaboration with CES National, the National Writing Project and the Bay Area Writing Project. Click here to download the complete PDF.
“What is equity? What does it mean to work for equity in schools? What does it mean to make equity central in our work as teacher-researchers? Working Toward Equity explores these and other questions in 13 narratives from a broad spectrum of educators chronicling their real work in classrooms, schools, districts, and professional development organizations.Working Toward Equity grew out of the pursuits of the Teacher Research Collaborative, a three-year collaboration among educators who believe that the power of inquiry can be focused on vital educational goals such as equity.”
Teaching as Inquiry: Asking Hard Questions to Improve Practice and Student Achievement. Alexandra Weinbaum, et al, Eds. Teachers College Press, 2004.
Senior Associate Tom Malarkey and former BayCES coach Liz Simons contribute chapters to this examination of invaluable, research-based guidelines for incorporating inquiry into teacher’s instructional practices and student work as part of the ongoing work of schools.
“We see the role of collaborative inquiry as creating a professional community where experts and novices learn together from the examination of cases and the support of effective practice. Together, members of inquiry groups hold themselves and their colleagues accountable by surfacing unexamined assumptions and concepts…and by asking and demanding answers to questions such as, Where are we going? How well are we doing? What have we learned from outside experts, other schools and teachers, and our own experiences? How can we support each other in improving our practice?”