The Examiner U-46 News Feed

‘Equity’ update provided to District U-46 board

By Seth Hancock
  The Board of Education in School District U-46 was given an update on the “work” on so-called “equity” at its meeting on Monday, March 21.
  The district opposes “equality,” which it has defined as “giving all students the same support,” and is in favor of “equity,” which it’s defined as “supporting each student according to their need.”
  The presentation was light on data except for stating over 200 staff members, 150 parents and 120 students took part in interviews and there were over 22,000 respondents to a survey for an “equity audits.”
  The audit was done “to assure that there’s equitable treatment of all students and equal access to all services and educational programs,” according to Lisa Jackson, director of diversity, equity and inclusion.
  The presenters stated the district has completed a look at root causes and is now identifying major strategies and actions.
  The district has been segregating people through “affinity groups” for staff and students, created in 2020 by Teresa Lance, assistant superintendent of equity and innovation.
  The groups “are intended to provide spaces for people to work together within their own identity group,” Lance wrote at the time. The “race-affinity groups provide a safe space to connect and support one another while also processing their lived experiences” for minorities when in “white-dominant working environments.”
  The groups are segregated with U-46 groups included for blacks, Hispanics, Asians, indigenous, LGBTQ and what are called “white allyship.”
  Similarly, the district is segregating students and staff based on who they want to hear from.
  Olivia Hollingsworth, a teacher, said they are “centering marginalized voices” to create an “opportunity to shape the district for equitable means for groups and areas of marginalization.”
  The voices the district wants to hear from include “African American, Latino/a/x, Indigenous, LGBTQIA+, Students with special needs, Low Income,” the presentation stated.
  The district said that “work” done so far includes writing an African American studies course, implicit bias workshops, an “equity” symposium with a second planned, optional professional learning, revised webpage, recruitment efforts at historically black colleges and universities, a social media campaign and “thought exchange” for those who hold the district’s preferred thoughts.
  More presentations to the board are planned this month as the district hopes to finish “Equity Plan 2.0” by May.