{"id":1792,"date":"2015-11-06T00:00:00","date_gmt":"2015-11-06T05:00:00","guid":{"rendered":"http:\/\/aurora-institute.org\/blog\/brown-v-board-after-60-years-examining-equal-educational-opportunity\/"},"modified":"2019-12-16T12:54:38","modified_gmt":"2019-12-16T17:54:38","slug":"brown-v-board-after-60-years-examining-equal-educational-opportunity","status":"publish","type":"post","link":"https:\/\/aurora-institute.org\/blog\/brown-v-board-after-60-years-examining-equal-educational-opportunity\/","title":{"rendered":"Brown v. Board after 60 years &#8211; Examining Equal Educational Opportunity"},"content":{"rendered":"<p><span style=\"font-weight: 400;\">American Enterprises Institute&#8217;s (AEI) recently hosted &#8216;<\/span><a href=\"http:\/\/www.aei.org\/events\/with-all-deliberate-speed-brown-v-board-of-education-ii-60-years-later\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">With all deliberate speed: Brown v. Board of Education || 60 years later<\/span><\/a><span style=\"font-weight: 400;\">&#8216; where leaders gathered to examine equal educational opportunity. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">Gerard Robinson, AEI Resident Fellow, facilitated an incredible discussion to examine the developments over the 60 years since <\/span><a href=\"https:\/\/en.wikipedia.org\/wiki\/Brown_v._Board_of_Education\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">Brown v. Board<\/span><\/a><span style=\"font-weight: 400;\">\u2014and the ongoing need to transform our system to improve educational equity. <\/span><\/p>\n<p><span style=\"font-weight: 400;\">Gerard\u2019s driving question\u2014What can we do to live up to the legacy of Brown v. Board of Education?\u2014(in the <\/span><a href=\"http:\/\/www.aei.org\/multimedia\/what-we-can-do-to-live-up-to-the-legacy-of-brown-v-board-of-education\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">video<\/span><\/a><span style=\"font-weight: 400;\"> below) set the tone for the engaging and important conversation that followed\u2014<\/span><\/p>\n<p><center><iframe loading=\"lazy\" title=\"What we can do to live up to the legacy of Brown v. Board of Education\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/aFhccKQ0YfM?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p style=\"text-align: left;\">Here are some key quotes and take-aways from a set of first-rate speakers:<\/p>\n<p><\/center><\/p>\n<ul style=\"text-align: left;\">\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">\u201cThe most important function of local and state government is education.\u201d \u2013 Mildred Robinson, <\/span><a href=\"http:\/\/www.law.virginia.edu\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">University of Virginia School of Law<\/span><\/a><span style=\"font-weight: 400;\">.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">\u201cEducation is the linchpin of the American democracy.\u201d \u2013 M. Robinson.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">In the 1950s and 1960s, \u201cSegregation was society\u2019s preferred social system . . . public schools in Farmville, Virginia [during de-segregation] closed for five years [rather than integrate].\u201d \u2013 M. Robinson.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">We have to understand the historic roots of the term \u201cfreedom of choice\u201d in the 1960s meant that publicly-funded all-white private academies were created in the 1960s to avoid de-segregation.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Racial de-segregation \u2013 where did we end up today? We still have educational opportunity gaps and achievement gaps.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">A deeper examination is needed on how Brown impacted communities.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Even before Brown v. Board, there was a case brought to courts, Mendez v. Westminster. \u201cIn the 1920s, the Ninth Circuit Court of Appeals found schools assigning English language learners to schools, not based on language fluency, but assigned on appearance, etc. There are parallels to how ELL students are treated today.\u201d \u2013 Tom Saenz, <\/span><a href=\"http:\/\/www.maldef.org\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">Mexican American Legal Defense and Educational Fund<\/span><\/a><span style=\"font-weight: 400;\">.<\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Gene Wade presented on \u201cinnovation and the path forward to achieving Brown\u2019s goals.\u201d Wade\u2019s presentation was superb for shifting to the global perspective including higher education. <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Virginia-based Lawrence Wilder, Jr.\u2019s work with Communities In Schools and on performance-based models is ground-breaking and important. <\/span><\/li>\n<li style=\"font-weight: 400;\"><span style=\"font-weight: 400;\">Kara Bobroff from the <\/span><a href=\"http:\/\/www.nacaschool.org\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">Native American Community Academy<\/span><\/a><span style=\"font-weight: 400;\"> in New Mexico\u2019s work is inspirational and offers a stronger perspective on how engaged communities are helping to create breakthrough models through social entrepreneurship.<\/span><\/li>\n<\/ul>\n<h3 style=\"text-align: left;\"><b>In K-12 American education: Educational opportunity gaps persist<\/b><\/h3>\n<p style=\"text-align: left;\"><span style=\"font-weight: 400;\">According to recent data from the <\/span><a href=\"http:\/\/ocrdata.ed.gov\/Downloads\/CrDC-College-and-Career-readiness-Snapshot.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">U.S. Department of Education<\/span><\/a><span style=\"font-weight: 400;\">, many students do not have access to all the courses that will prepare them for college and careers.<\/span><\/p>\n<ul style=\"text-align: left;\">\n<li><span style=\"font-weight: 400;\"> Only 50% of U.S. high schools offer calculus; only 63% offer physics.<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> Between 10% and 25% of high schools do not offer more than one of the core courses in the typical sequence of high school math and science education\u2014such as Algebra I and II, geometry, biology and chemistry.<\/span><\/li>\n<li><span style=\"font-weight: 400;\"> Students of color are disproportionately affected: a quarter of high schools with the highest percentage of black and Latino students do not offer Algebra II, and a third of these schools do not offer chemistry.<\/span><\/li>\n<\/ul>\n<p style=\"text-align: left;\"><span style=\"font-weight: 400;\">The learning opportunities a student has in grades K\u201312 provide a vital foundation for success in college and career, and these early competencies particularly matter in the STEM (science, technology, engineering and math) fields. According to <\/span><a href=\"http:\/\/www.code2040.org\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">CODE2040<\/span><\/a><span style=\"font-weight: 400;\"> and the <\/span><a href=\"http:\/\/www.lpfi.org\/\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">Level Playing Field Institute<\/span><\/a><span style=\"font-weight: 400;\">, the proportions of high-level black and Latino Silicon Valley tech workers are only 3.4% and 2.4% respectively. This is related to the disproportionately low access that black and Latino students have to the very STEM courses in high school they need as prerequisites to succeed in STEM majors in college. <\/span><\/p>\n<h3 style=\"text-align: left;\"><b>Innovations in online learning could help level the playing field<\/b><\/h3>\n<p style=\"text-align: left;\"><span style=\"font-weight: 400;\">My presentation on education innovations using online learning provided an overview of the Office of Civil Rights data on opportunity gap statistics for course access above and asked, \u201cHow do we ensure all students have access to a world-class education?\u201d As part of the session I shared the importance to acknowledge that \u00a0in the State of California, only 40% of high schools offer the full range of advanced courses required on a high school transcript (seven courses make up the A-G requirements) needed to even apply to the University of California system\u2019s colleges.<\/span><\/p>\n<h3 style=\"text-align: left;\"><b>Do all students have equal educational opportunity?<\/b><\/h3>\n<p style=\"text-align: left;\"><span style=\"font-weight: 400;\">We have the ability to level the playing field by increasing access to the best teachers online and courses students need for success. There are <\/span><a href=\"https:\/\/www.inacol.org\/resource\/course-access-providing-equitable-access-to-high-quality-learning-opportunities\/\"><span style=\"font-weight: 400;\">Course Access programs<\/span><\/a><span style=\"font-weight: 400;\"> in six states that provide increased opportunities and choices at the course level. There are 26 states with state <\/span><a href=\"http:\/\/www.kpk12.com\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">online learning programs<\/span><\/a><span style=\"font-weight: 400;\"> offering student access to courses.<\/span><\/p>\n<h3 style=\"text-align: left;\"><b>Are we designing schools based on how students learn best?<\/b><\/h3>\n<p style=\"text-align: left;\"><span style=\"font-weight: 400;\">New learning models that are <\/span><a href=\"http:\/\/www.competencyworks.org\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">competency-based<\/span><\/a><span style=\"font-weight: 400;\"> help ensure that students build skills and knowledge and advance when they demonstrate mastery. This ensures that students are successful and don\u2019t have gaps as they move through the education system. We need to ensure our students are building the knowledge and skills to be prepared for future success in college, careers and lead meaningful lives. We need to design new models for <\/span><a href=\"http:\/\/www.jff.org\/sites\/default\/files\/publications\/materials\/Equity-in-Competency-Education-103014.pdf\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">equity<\/span><\/a><span style=\"font-weight: 400;\"> and close the opportunity and achievement gaps. <\/span><\/p>\n<h3 style=\"text-align: left;\"><b>Data-rich environments can drive personalized instruction and equity<\/b><\/h3>\n<p style=\"text-align: left;\"><span style=\"font-weight: 400;\">These new models have much more data to help empower teachers to personalize instruction for each student\u2019s needs. If a student is not yet proficient, what resources and supports are provided in real-time to bring them up to speed and keep them on track to graduating? Today, even with the current federal education law, the Elementary and Secondary Education Act (ESEA) to ensure excellence and equity, our K-12 education system operates in a \u201cstate\u201d of data poverty relying on once-a-year summative (\u201cautopsy\u201d) tests. We are actually masking the true size of the achievement gap from day to day. With new personalized learning models, we could have better data to help students fill in gaps and accelerate toward success. We must ask and design systems to ensure success. <\/span><\/p>\n<h3 style=\"text-align: left;\"><b>Let\u2019s change the conversation<\/b><\/h3>\n<p style=\"text-align: left;\"><span style=\"font-weight: 400;\">Ask \u2013 can all students learn? Yes. Can all students \u201ccatch up?\u201d Yes. What are the conditions and resources needed for student success? What does success look like? These are the questions we need to address to move the conversation forward for transforming education so all students have the knowledge, skills and dispositions they need for a world-class education.<\/span><\/p>\n<p style=\"text-align: left;\"><span style=\"font-weight: 400;\"> Please leave your thoughts by commenting or tweeting <\/span><a href=\"https:\/\/twitter.com\/nacol\" target=\"_blank\" rel=\"noopener noreferrer\"><span style=\"font-weight: 400;\">@nacol<\/span><\/a><span style=\"font-weight: 400;\">. <\/span><\/p>\n<p style=\"text-align: left;\"><i><span style=\"font-weight: 400;\">Many thanks to Gerard Robinson at AEI for hosting a robust dialog on the historical perspective of Brown v. Board and incenting the innovations and systems change needed for moving forward in 2015 and beyond.<\/span><\/i><\/p>\n<p><center><iframe loading=\"lazy\" title=\"With all deliberate speed: Brown v. Board of Education II 60 years later\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/uUQjUzS2fZA?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe><\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p>&nbsp;<\/p>\n<p><\/center><\/p>\n","protected":false},"excerpt":{"rendered":"<p>American Enterprises Institute&#8217;s (AEI) recently hosted &#8216;With all deliberate speed: Brown v. Board of Education || 60&#8230;<\/p>\n","protected":false},"author":3,"featured_media":0,"comment_status":"closed","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_relevanssi_hide_post":"","_relevanssi_hide_content":"","_relevanssi_pin_for_all":"","_relevanssi_pin_keywords":"","_relevanssi_unpin_keywords":"","_relevanssi_related_keywords":"","_relevanssi_related_include_ids":"","_relevanssi_related_exclude_ids":"","_relevanssi_related_no_append":"","_relevanssi_related_not_related":"","_relevanssi_related_posts":"","_relevanssi_noindex_reason":"","footnotes":""},"categories":[1],"issue":[61],"location":[],"class_list":["post-1792","post","type-post","status-publish","format-standard","hentry","category-uncategorized","issue-federal-policy"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v24.1 - https:\/\/yoast.com\/wordpress\/plugins\/seo\/ -->\n<title>Brown v. Board after 60 years - Examining Equal Educational Opportunity - Aurora Institute<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/aurora-institute.org\/blog\/brown-v-board-after-60-years-examining-equal-educational-opportunity\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"Brown v. Board after 60 years - Examining Equal Educational Opportunity - Aurora Institute\" \/>\n<meta property=\"og:description\" content=\"American Enterprises Institute&#8217;s (AEI) recently hosted &#8216;With all deliberate speed: Brown v. 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