Inequitable Policies and Practices

Barriers within the Education System

Inequitable policies and practices are one of the biggest barriers within the educational system. Typically, these policies and practices reflect the views of the dominant White culture. And, they often do not include standards related to exclusivity and equity. (Johnson-Staub 2017)

For example, funding policies contribute significantly to the ongoing opportunity gap within today’s schools. In many communities, property taxes of the homes within that zoning area drive the funding for schools. So, schools located in predominantly affluent areas automatically receive more money than those in lower income zip codes.

Title I Funding

Title I funds are meant to offset some of these financial inconsistencies. But, the additional money provided to these schools do not address the extensive needs of the children and families. Suspension and expulsion policies create a direct link between the educational and criminal justice system. (Skiba, Arredondo, and Williams 2014) Over representation in these types of policies happen all the time. However, we have yet to address them in a meaningful way. First generation equity work provides the grounding needed for managing these behaviors.

The use of suspensions and expulsions serves as a band aid to a larger problem. These polices don't address a much more intensive issues within schools. In particular, ineffective behavior management practices, negative school culture, and implicit bias. Other examples include, a lack of emphasis on promoting the social-emotional health of children and families, and historical trauma.

Special Education and Children of Color

Additionally, current policies and practices related to special education identification are ancient and disproportionately affect Black children. Recent statistics suggest Black children are 40% more likely to be referred for special education services than their White peers. However, regulations and identification procedures vary widely from school system to school system. (Gordon 2017)

Because of the subjective nature of many of these practices, many children of color are inaccurately identified for special education. This mislabeling of children can negatively affect their self-worth. Also, it restricts their access to more rigorous instruction within a general education classroom. In addition, once children start receiving special education, it is highly likely they will stay there.