We’ve heard the word ‘equity’ used in at least a dozen different contexts over the last few years. I’m not quite sure what the district defines as equitable because it seems to be the “go to” phrase to support any new initiative – who can argue with equity?
I would define ‘equity’ as being synonymous with ‘fairness.’ When it comes to our students, specifically their education, the spectrum of what is equitable and what is not is not always definite. In some cases, however, the inequities that have been permitted in the district are quite clear.
The 8th grade Italian class has 28 students. I’m not an educator, but I have several teacher friends in this district and it is unanimous – this is too high. Additionally, this class has combined 2 sections of Italian; regular and honors. I have emailed the Board and Administration and I’m most interested to have one question answered… how is a single teacher expected to teach two levels of Italian to 28 students simultaneously?
8th grade Spanish and French classes do not combine honors and regular. Both Spanish and French have an average class size of about 19 students. So, where exactly is the equity? Why is the district marginalizing one group of students? Have we exhausted all viable options or gone with the easiest possible solution – one that’s putting all 28 kids at a disadvantage?
8th grade language meets 4 times in a 6-day cycle. It would arguably be more beneficial to separate the two sections of Italian and have them meet 2 times in a 6-day cycle to focus on the appropriate curriculum for their course. It’s not ideal, but it would be an improvement – at the very least, worth trying.
I would be ignorant to not acknowledge that there are challenges with scheduling including staffing shortages, mandatory prep periods, traveling between GL and CMS, etc. I get it, I do – but if we aren’t constantly looking at what we can do better then, we are failing our children. I have spoken to multiple parents in this class and we are all in agreement – all students deserve an equitable experience and to learn in an environment that is supportive, challenging and level-appropriate. I implore the District and our Board to not only resolve the 8th grade Italian fiasco but to take a look at all of the classes which might be suffering from the same inequities and determine if we are truly doing the best to provide the best education we can.
Regardless of whether your child takes Italian or even attends CMS, I am asking parents and residents to reach out to the District and encourage them to correct this. The current conditions are not a proper learning environment for ANY child in ANY subject – this simply can not be an acceptable practice in Berkeley Heights Public Schools.
Parents and residents can email:
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2 thoughts on “Advocating for Equitable Education for ALL”