The documents on this page are designed to support boards in navigating the sometimes rough waters of educational equity, while staying the course toward their pursuit of positive outcomes for every student.
School boards across the country have seen increased interest in their proceedings and an increase presence of community at their meetings. While many board members have long hoped for more community engagement, some districts have found themselves at the center of some very challenging meetings as tensions rise across the country around everything from masks to curriculum.
Educational equity has, in some instances, been inaccurately lumped in with Critical Race Theory, a separate concept which itself is often misinterpreted. See ASBA’s Educational Equity and Critical Race Theory: What You Need to Know. As a result, educational equity has become a lightning rod in some communities causing some to question district equity strategies to address existing opportunity and achievement gaps.
With the central role of school boards being the pursuit of excellent outcomes for all students, the Arizona School Boards Association remains steadfast in its commitment to proving district leaders with access to tools, resources, leadership strategies and practices for closing the opportunity and achievement gaps for all Arizona students regardless of family income, zip code, race/ethnicity, cultural background, disability, gender and other personal factors that impact the one million students attending our public schools. This is the work of educational equity, and it is our duty and privilege to be in it with you for the benefit of Arizona’s students.
Educational Equity and Critical Race Theory-What You Need to Know
A brief description distinguishing educational equity from critical race theory.
ASBA’s Commitment to Equity
ASBA provides district leaders with leadership strategies and promising practices for closing the opportunity and achievement gaps for all students regardless of family income, zip code, race/ethnicity, cultural background, learning disability, gender and other personal factors that impact the one million students attending our public schools.