{"id":3990,"date":"2016-06-15T00:00:00","date_gmt":"2016-06-15T04:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/cw_post\/6-ways-to-eliminate-attribution-error-on-the-path-to-equity-in-competency-based-systems\/"},"modified":"2020-02-05T12:58:42","modified_gmt":"2020-02-05T17:58:42","slug":"6-ways-to-eliminate-attribution-error-on-the-path-to-equity-in-competency-based-systems","status":"publish","type":"cw_post","link":"https:\/\/aurora-institute.org\/cw_post\/6-ways-to-eliminate-attribution-error-on-the-path-to-equity-in-competency-based-systems\/","title":{"rendered":"6 Ways to Eliminate Attribution Error on the Path to Equity in Competency-Based Systems"},"content":{"rendered":"

\"PostIn order to create an equitable education system, we need to reduce the predictive value of race, gender, class, and disability in the classroom. In the blaming culture of the traditional educational system, we point to children or their families as the problem when students aren\u2019t successfully learning, rather than revisit our educational designs and structures. In competency education, students who are struggling are identified quickly and receive additional supports. In addition, the continuous improvement cycle can identify and address patterns of inequity in resources, learning experiences or access to highly qualified teachers. <\/span><\/p>\n

Given that <\/span>high quality competency education<\/span><\/a> rests on having respectful relationships between students and teachers, <\/span>eliminating attribution error is a critical step<\/span><\/a>. Attribution error is when we assume a deficit to explain behavior. For example, believing that a student who is always late doesn\u2019t care about her education, when in fact she cares so deeply about education she drops her siblings at school and then takes three different buses to get to class each morning. We need to begin with the assumption that we are all at risk of making the wrong assumptions about students. The following are suggestions gathered during a convening on how to rid your school of attribution error. \u009e<\/span><\/p>\n

1. Cleaning Up the Language of Learning<\/b>: The language of learning in a traditional system is limited to smart, fast, or ahead. Students are racing ahead, falling behind, or on different tracks (even though we don\u2019t like to admit that these descriptions still exist). In order to eliminate attribution errors, we need to let go of the adjectives and create a data-driven language of learning that indicates what level students are at on a learning progression, the pace of learning, their growth, and the depth of their learning. \u009e<\/span><\/p>\n

<\/b><\/p>\n

2. Starting with Honesty<\/b>: In <\/span>competency education<\/a>, data on student learning is a powerful tool for challenging patterns of inequity. Instead of giving students passing grades for good behavior and\/or using bad behavior as an academic marker, educators are required to talk with students and parents about the exact level students are at on the learning progression, regardless of how they act in class. It may feel counterintuitive, but by being honest about where students are, we create the opportunity to lift them up rather than limiting their future by telling them that all is fine when it isn\u2019t. \u009e<\/span><\/p>\n

3. Assessing the Environment<\/b>: Instead of seeing the deficits located with the child, consider the school capacity and classroom environment as the target of change. Conditions for learning are affected by school climate, social-emotional learning, discipline policies, and attitudes around difference. To provide an environment where students matter and can be engaged in learning, you may need to address these elements:<\/span><\/p>\n