SciMathMN

Equity Standards


In order to support the principle that equity permeate all components of mathematics
and science education, equity standards are established in the following areas:

School, District, and State Policies

  • Schools, districts and the state have and enforce policies that address issues of
    equity.
  • Policies and practices are aligned to ensure that staff and administrators respect
    and promote diversity.
  • Resources are allocated to address issues of equity in all program areas.

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Community Partnerships

  • Parents, caregivers, students, community members, and business partners of diverse
    backgrounds are crucial to discussions and actions that address equity in science
    and mathematics.
  • Outreach activities empower parents, caregivers, students, community members, and
    business partners to engage in mathematics and science education.
  • Alliances and collaborations among and between community members of various backgrounds
    are fostered to support equitable educational opportunities.

Curriculum and Instruction

  • Equity is addressed as an integral component of a mathematics and science curriculum
    framework that ensures focused and coherent instruction.
  • Curriculum materials are selected to ensure that they are free of bias, are representative
    of various groups and strongly encourage participation of all students in mathematics
    and science.
  • Instructional strategies support learning for all students.
  • All students have equal access to high quality learning materials, including electronic
    resources of information and a variety of technological tools.
  • All students have equitable opportunities to learn to use technology.

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Assessment

  • Student assessments are aligned with science and mathematics curriculum standards,
    are free of bias, and are sensitive to diverse student populations.
  • Educators use more than one type of assessment tool when assessing students’ work.
  • Assessment of an individual student’s performance uses comparisons of performance
    over time to help recognize patterns of success and/or difficulty.

Preservice Education

  • Preservice programs prepare teachers to teach science and mathematics to diverse
    populations of students.
  • Preservice education faculty are knowledgeable about and understand issues of equity,
    relate subject matter to various cultural backgrounds and perspectives, share instructional
    strategies that reduce gender-bias, and model strategies that include students with
    a variety of needs in standards-based instruction.
  • Learning environments encourage and support the participation and success of students
    from diverse backgrounds in becoming educators.
  • Active recruitment of faculty, students, administrators, and support personnel from
    underrepresented groups is nurtured.

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Professional Development

  • Equity issues are integral to professional development activities and include staff
    members examining their beliefs about and expectations of all students.
  • Continued support in educating diverse populations and preparing students for living
    and working in a diverse society is given through inservice professional development
    activities that ensure equitable and inclusive instructional practices.
  • All staff, including members of underrepresented groups, have the opportunity to
    participate in leadership and professional development programs in mathematics and
    science education.

Administration

    • Administrators actively generate and promote policies that address issues of equity.
    • Administrators are responsible for implementing school, district, and state equity
      policies.
    • Formal and informal expectations of staff are aligned with equity policies.
    • Hiring and retention of staff from underrepresented groups is valued and promoted.

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School Structure and Climate

    • Staff members use teaching strategies appropriate for students in diverse classrooms
      and are knowledgeable about and sensitive to the differences and perspectives of
      diverse populations.
    • Staff, students, and community members have personal interactions with each other
      that reflect mutual respect.
    • Staff and community provide opportunities for students to learn about, understand
      and value one’s own culture and the cultures of others.


SciMathMN Statement of Equity for Mathematics and Science Education was adopted May 19, 1997, by the SciMathMN Board of Directors.