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It’s 8:40 a.m. on Monday, and a group of third-grade teachers are looking at a spreadsheet displaying student names and reading levels for each quarter of the year. Data fills the page. After the meeting, we feel confident about our analysis and next steps.
But something was missing in the discussion: We didn’t spend any time considering students’ identities and backgrounds, nor how we can improve equitable outcomes.
Via Elizabeth E Charles
