Equity Agenda
Beyond Sameness
he Equity Conversation has risen to the top of many district agendas, with greater urgency and volume. That is the good news, in my view. However, over time, the weight of “the system” often brings the conversation back to the “same old, same old” – test more, place kids in tiers, treat each tier according to a set of protocols, test again.
Beyond Sameness
he Equity Conversation has risen to the top of many district agendas, with greater urgency and volume. That is the good news, in my view. However, over time, the weight of “the system” often brings the conversation back to the “same old, same old” – test more, place kids in tiers, treat each tier according to a set of protocols, test again.
Perhaps the Equity Conversation is accelerating because our view of diversity is expanding. A recent research briefing from Successful Practices Network, the non-profit Center for College & Career Readiness, and ACHIEVE3000 presented data on the Fragmenting Middle. Today’s classrooms – virtual, hybrid, in-person – face a “greater and growing spread in student skills.” Teaching one lesson to one group of students seems impossible as the group’s needs diverge across individual skill gaps.
The concept of “Teaching with Fidelity” is challenged in such a diverse environment. We all know that one size does not fit all, and yet many times we adopt one primary text and adhere to one common scope and sequence. While sameness – similar protocols, common language and standardized tiers of support – allow our schools to function as systems, students get lost in the generic wash. Looking at each student and each teacher as an individual, supporting very personal and specific needs, seems daunting.


To better support teachers, students and school leadership, we are engaged in listening to each individual story – the specific challenges of each unique classroom, new needs for closing gaps, and the successes we should be building upon.

- Would you and your students benefit from student-written texts (poems, stories and biographies), even though they would not be leveled or assessed. What would you find useful?
- We often host “contests” focused on a quantity of reading. Would you and your students benefit from more contests like our “Write the Ending” challenge in fiction, where students or classrooms compose an ending to one of our fiction series? The winning entry is published, and all participants are recognized. How can we do this better or with greater impact?
- How can we better support teachers in their work accelerating student literacy skills? Do you need more lesson plans? More flexible content? More data and information?
- If you could ask for just one thing from Achieve3000 – a feature, a type of content, training, support… what would you ask for as you face increased pressure in the classroom?
- What do we need to know to better help you, help your students, and help educators?

Moving to meet the many divergent needs of our students and teachers, away from sameness and toward increased humanization, is incredibly challenging. Meeting diverse needs requires a move away from sameness, and we know that begins by listening.
Kevin Baird (MBA, ALEP) serves as chief academic officer for Achieve3000. He is a noted leader in college and career readiness content, strategies and standards. He has taken part in educational research on every continent save for Antarctica; consulted with governments to create college & career readiness initiatives; and has served as trainer and consultant for states and districts across North America. Kevin has served as chairman and senior faculty at the non-profit Center for College & Career Readiness and has collaborated with Achieve3000 for over 15 years; and contributes as a member of our Educator Leadership Council.