EQUITY & INCLUSION AT THE CLUSTER
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?
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.
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 firstname.lastname@example.org
With support from the Capitol Hill Community Foundation, we have launched a partnership with Kindred. Kindred supports schools and school systems to realize the collective well-being of all students and families. Its vision is that children and families thrive without difference by economic situation, racial or ethnic identity, ability, or other designation. Our partnership over the course of three-to-four years will involve conversations and actions between parents, staff, and school leadership as we tackle issues of racial and economic segregation within our school community.
Year 1: Kindred’s team supports the development of authentic relationships between diverse groups of parents and staff by facilitating small-group dialogues about their backgrounds, race and equity, and goals for their students.
Year 2: Kindred’s team trains and coaches parent and staff dialogue participants to lead groups with other parents and staff to reach the broader school community.
Years 3-4: Kindred supports parents and staff to ensure that their school’s parent organizational bodies into equity-driven action groups.
Parent selection process
In total, we sought out 12 parents who are truly invested in fostering an inclusive and equitable school community at the Capitol Hill Cluster. Given the uniqueness of the Cluster, we also centered the voices of families who have been historically missing from critical conversations about the school’s initiatives. To reach this goal we worked with the Parent-Teacher Association, school leadership, and the Race, Class, & Equity Group to identify, recruit, and select dialogue members who reflect the diversity of the school community.
EQUITY & INCLUSION RESOURCES
SCHOOLS & EQUITY
TALKING & TEACHING EQUITY AT HOME
Discussion Group Readings
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
“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
"Professionalizing the MPTO: Race, Class and Shifting Norms for ‘Active’ Parents.” Linn Posey-Maddox [PDF]