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P8 Equity and NCLB

Page history last edited by Jenna Ream 13 years, 11 months ago


P8 Equity & NCLB.


Framing of this issue:

Equity of outcomes is important, but there is concern over the long-term effect of "No Child Left Behind". 


Problem Dimensions (ecosystem domain & boundaries):

What behaviors is it creating across the system, and what must be done to address this?

What data can we review to drive this analysis?


Definition of equity:'helping each child reach full potential' "Equity: the right of every person to have access to the resources and support necessary to become a critical-thinking citizen."  "equitable is not equal or same, but fair access to opportunity, information and experience" 


barrier- de-facto segregation as result of choice, charter and voucher programs— 

Supporting evidence current segregation Kozol- NY Times review of Shame of the Nation (2007). http://nyti.ms/cEVu58


Power differentials- student/teacher- teacher can 'fail' student on daily/term basis; students as groups fail teachers and schools- NCLB rules strengthen this oppositional force (jenna)



Our current education problems have been decades in the making.


Healthy complex orgs: have trust, workers who feel they can make a diff & crystal clear goals 


the education ecosys is like a giant ship, it does not change direction quickly or easily. This is implicit in the definition of any ecosystem. The system evolves over time, but evolution is discontinuous. Most change is incremental, but events can and do precipitate large systemic change.


taking friction out to give teachers time to do their jobs- aligning cultural values, aligning motivators/attractors .. making ecosystem better.  Ok. But still not precise enuff. What are mechanisms? Must keep in mind that improving the system requires that we recognize the impact of changing one component on all the others.


Citizens as goal of edu; changes in workforce so different skills needed. Also, a distinct need for a stronger, more stable platform of basic skills - like the ability to think critically.


precisely what, when and why stops Trust from developing in different variations of dif #ecosys ? Excellent question. Seems to me that building trust is a change driver.


Only w/ balance or neutrality is collaboration, learning & creativity possible


When so many are responsible for results w/out authority to shape #ecosys and a few are held accountable 4 result = lack of trust


Culture/ Worldview- further framing

Culture: behaviors embraced by a group of people driven by unspoken or spoken norms. I've done some digging: http://bit.ly/povCL 


Worldview  http://bit.ly/9Qv61O


"including power structures, social survival instincts & cultural barriers, as filters that reinforce status quo" via Chris 


when power exists in a framework of agreed upon rules everything gets in sync in the service of clear goal- via Michael


NCLB is based on inequitable foundation- standards and tests biased, targets not developmentally sound. (need resources)




Who Has the Problem (supervising jurisdictions & implementation focus):

Federal DOE

State Departments of Education 


A. Problem Statement:



B. Process Description (if applicable):



C. Actors & Behaviors (desired, undesired):

  • Federal DOE
  • State Legislators
  • School System Administrations (administer policy)
  • School Administrators
  • Teachers
  • Students and their families
  • Business
  • Other community stakeholders (social service agencies are one example) 


D. Process Model (picture(s) & flow(s) as needed):

  • diagrams of flow that may be relevant to understanding or solutions for this issue? 


E. Process Rules:

  • what are constraints, actual or implied? 


F. Outcomes (desired, undesired):

  • Education available to all.


G. External Context: 



Other sources or references relative to this topic




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