To the Editor:

Based on Paul Gorski’s Equity Literacy Framework, Princeton Public Schools (PPS) is at step one: recognizing bias. If heeded, these audit results provide the road map to navigate the four steps of equity literacy: recognize, respond, and redress biases and inequities, which culminate in creating and sustaining equitable classrooms, schools, and institutional cultures.

Results:

• Princeton High School reflects the system as a whole which underscores the need for equity literacy district-wide.

• Princeton Public Schools’ (PPS) equity mission statement exists, but is not understood. Comparatively, PPS’ mission statement on student well-being is common knowledge.

• Despite strong academic outcomes, disparities persist among students in the following sub groups: special education, low socio-economic, and English language learners.

• Current perception: disparities exist in discipline and academic expectations. Perception is powerful, creates reality, and therefore, demands attention.

• More parents than students (especially students of color) express feelings of welcome and belonging.

• Academic pressure and competition undermine equity. “Princeton is a small town with big people,” which creates barriers to relationships. Equitable education requires that influence be balanced among parents and guardians.

• PPS’ curriculum and instruction is at the additive stage of equity literacy (adding a course here, a training there). Goal: transformation of PPS’ entire curriculum and instruction from within reflecting the gold standard of equity literacy.

Recommendations are clear and fourfold:

• Focus on building community and relationships: “collective versus individual achievement.”

• Build internal educational leadership capacity: respond to every incident of bias versus parental influence.

• Build culturally responsive teaching practices and educational equity.

• Recruit and retain a culturally diverse staff.

Achieving educational equity in PPS is not a sprint, but a marathon; there are no quick fixes. Courage and perseverance are required to name, confront, and dismantle institutional biases and inequities. PPS is commended for enlisting the knowledge and expertise of Marceline Dubose. Her team has created the roadmap for providing PPS students with an excellent and equitable education.

I whole-heartedly support PPS efforts on this marathon, thus far, and look forward to its continued progress toward sustained educational equity.

Mary Beth Charters

Leabrook Lane