Creating equitable outcomes in a segregated state

Abstract

Thomas Hatch, Rachel Roegman, and David Allen draw on examples from three districts in New Jersey — one of the most segregated states in the United States for Black and Latinx students — to present a multidimensional approach to creating equitable learning experiences. This approach begins with a focus on instruction but also takes into account the technical, political, and normative issues that determine which students gain access to the teachers, content, and other resources that support high-level learning. These stories show how local education leaders can combat the differences in access to educational opportunities and outcomes that come with segregation.