The Cluster Race, Class and Equity (RCE) group seeks to build an equitable and inclusive Cluster school community through dialogue, fact-finding, and advocacy.

What does an equitable and inclusive school community look like?  

Equity includes... 

  • Eliminating race and class disparities in achievement, discipline, and access to advanced work groups or classes by devoting resources and attention to those students most in need; 

  • Valuing and preserving the racial and socioeconomic diversity of our schools, within grades and across them;

  • Ensuring that administration, teachers, staff, and school-related organizations reflect the diversity of our students; and

  • Collaborating with other groups across the District to help build a public school system that serves all children.

Inclusion means…

  • All families have a voice, know they are welcome, and feel valued; 

  • Honoring our differences, learning from others, and appreciating the richness of our diverse community; and 

  • Advocating for all children as if they were our own.

The Race, Class, and Equity group is organized into the following committees, which are open to all members of the Cluster community, including families, staff, and administrators: 

  • Coalition Building & Outreach Committee will build connections with other education and equity groups beyond the Cluster to fight for a DC public school system that works for all children.

  • Events Committee will offer Cluster-wide online events, including dialogues and guest speakers.

  • Inclusion Committee will work to include everyone in our school community by welcoming new families, helping families connect with each other, and promoting family involvement in school events.

  • PTA/LSAT Support Committee will work closely with LSAT and PTA to ensure that both organizations reflect the diversity of the Cluster community and prioritize equity and inclusion work.

  • School Practices Committee will work to ensure that Cluster school practices are equitable and inclusive. Practices include student discipline, academic differentiation, computer access, and family engagement, as well as teachers' choices about books to read and display, educational materials to employ, and languages to use.

To learn more about the group or get involved, email




Discussion Group Readings

November 2018

  • Teaching for Change, “G is for Gentrification: Breaking Barriers of Race, Class, and Language”

  • “Maintaining a ‘Commitment to Everyone’: Toward a Vision of Equitable Development in Urban Public Schooling by Linn Posey-Maddox

October 2018

April 2018

  • “Opportunity Hoarding: Creating and Maintaining Racial Advantage,” from Despite the Best Intentions: How Racial Inequality Thrives in Good Schools (2015) by Amanda E. Lewis and John B. Diamond [PDF

December 2017

October 2017

June 2017

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