Opportunity and Performance

Because everyone from policymakers to classroom teachers has a role in achieving greater equity for children from poverty, this book provides a sweeping chronicle of the historical turning pointsjudicial, legislative, and regulatoryon the road to greater equity, as background to the situation today. It provides succinct policy recommendations for states and districts, as well as practical curricular and instructional strategies for districts, schools, and teachers. This comprehensive approachfrom the statehouse to the classroomfor providing children who come to school from impoverished environments with the education in which they thrive, not merely one that is comparable to others, truly enlists everyone in the quest for opportunity and performance. The next step toward equity may be taken by a governor, but it may also be taken by a teacher. One need not wait for the other. Press Relaease Redding, S. (Ed.). (2021). Opportunity and performance: Equity for children from poverty. Information Age. Copyright: Academic Development Institute historical and legislative background for understanding current situation analysis of poverty's impact on learning from multiple perspectives likely effects of COVID pandemic on learning and what to do about it proximal (classroom) and distal (system) levers for change actionable steps for teachers, schools, districts, states what can be done to disrupt poverty's impact on learning, "right here, right now" disproportionately positive effects (DPEs) of high-impact strategies goalposts for measurement of progress by schools, districts, states glossary of terms and discussion prompts Last year, 2021, saw a host of books and articles addressing aspects of "equity," some mounting the bandwagon of advocacy and some arguing what the term itself actually means. But where were the clear-eyed analyses and practical solutions for educators? After more than a year of focused attention to equity by five education scholars, their book, Opportunity & Performance, entered this stream of publications. The team is associated with the Academic Development Institute and their collaboration was supported by the National Comprehensive Center. This book is unique and distinct from others in several ways. First, the authors agreed early on to put boundaries around a topic that could otherwise run loose with ambiguity. As they were all educators, the book would focus on equity in education. As equity could be viewed from the perspective of a variety of groups that seek itracial and ethnic groups, children with disabilities, and English learners prominent among themthe team of authors chose to devote the book to the one historically underserved group that most pervasively suffers in terms of academic achievement and that includes the other groups. That group is children from poverty. The five authors are not only researchers, their careers bristle with experience in schools and agencies that work with schools. From different disciplinary fields within education, they have all created and implemented strategies to improve learning and to measure that improvement. The authors were determined to logically and persuasively link their conclusions from the research on poverty, on learning, and on the nexus of the two. They wanted the book to be useful. They sought a respectful tone that would encourage common ground and constructive action to open doors of opportunity and achieve greater learning for students from impoverished environments. The book's authors and external advisors brought to the work a diversity of professional background and expertise on historically underserved students, children from poverty, effective instruction, systems change, and methods for evaluating progress. Equity of opportunity: Each studentdespite family income, race, ethnicity, gender, language, or disabilityhas the opportunity to attend schools, access courses and programs, and be taught by teachers that meet stan

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