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Join the web's most supportive community of creators and get high-quality tools for hosting, sharing, and streaming videos in gorgeous HD with no ads.

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Bold artwork that can be used to build ideas for connecting art with campaigns.

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The authors of this book researched commonalities between ten schools/systems that successfully transformed their spaces.

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Aaron Tait and Dave Faulkner
Table of Contents
About the Authors

About This Book

The world needs great individual educational changemakers capable of identifying problems and creating bold, scalable solutions. But the world also needs Dream Teams -groups of talented administrators, teachers, staff, students, and community members who are passionate about making things better for kids, believe that school-based change is the means to this end, and are willing to roll up their sleeves and work together to achieve it.

This book is for Dream Teams in the making. In it, rising global education leaders Aaron Tait and Dave Faulkner share the models and methods of 10 brilliant leadership teams at urban, suburban, and rural schools in the United States, Canada, Australia, and New Zealand. Informed by these successes, the authors provide specific, sometimes audacious advice for navigating what they call the Change Leader Journey: how to move from Dream Team assembly and problem analysis all the way through to solution generation, piloting, promotion, and evaluation.

Innovative educators come in all forms, and they require lots of options. Here, you'll find a collection of practical ideas and tools designed to fuel transformational leadership without sacrificing instructional excellence or anyone's sanity. Whether your team is a group of fearless rebels, more cautious types, or somewhere in between, Tait and Faulkner's flexible approach can help you figure out where you want your school to go, build a more collaborative and creative culture, and generate the solutions that best serve your students.
See the book's table of contents and read excerpts
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Aboutthe Authors

Aaron Tait is a cofounder of Education Changemakers and its director of innovation. A global leader in innovation for impact, he is at the forefront of a movement of "entrepreneurs changing lives."
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Dave Faulkner is a cofounder of Education Changemakers and its CEO. Faulkner has emerged as a global leader in education innovation.
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School-Based Management

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Dream Team: A Practical Playbook to Help Innovative Educators Change Schools

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Aaron Tait and Dave Faulkner Table of Contents About the Authors The world needs great individual educational changemakers capable of identifying problems and creating bold, scalable solutions.

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After taking a few of the Harvard Implicit Bias Tests, did you wonder how accurate they were? Jesse Singal discusses a few shortcomings of implicit bias tests.

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Release date: September 3rd, 2017

You may have heard of the Implicit Associations Test (IAT) -- one of the most famous instruments from social psychology, it's frequently cited as evidence that most people harbor implicit racism or sexism, even if they aren't aware of it. This episode features science journalist Jesse Singal, who argues that the IAT has been massively overhyped, and that in fact there's little evidence that it's measuring real-life bias. Jesse and Julia discuss how to interpret the IAT, why it became so popular, and why it's still likely that implicit bias is real, even if the IAT isn't capturing it.
Jesse's Pick: "Galileo's Middle Finger" by Alice Dreger Jesse's Article: "Psychology's Favorite Tool for Measuring Racism Isn't Up to the Job" "My IRB Nightmare" by Scott Alexander
Edited by Brent Silk

Music by Miracles of Modern Science

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Rationally Speaking | Official Podcast of New York City Skeptics - Current Episodes - RS 192 - Jesse Singal on "The problems with implicit bias tests"

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Release date: September 3rd, 2017 You may have heard of the Implicit Associations Test (IAT) -- one of the most famous instruments from social psychology, it's frequently cited as evidence that most people harbor implicit racism or sexism, even if they aren't aware of it.

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Podcast recommended by Jill Harrison Berg. My favorite episode is with the college instructor who created a class using the podcasts as the main text!

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What's CODE SWITCH? It's the fearless conversations about race that you've been waiting for. Hosted by journalists of color, our podcast tackles the subject of race with empathy and humor. We explore how race affects every part of society - from politics and pop culture to history, food and everything in between.

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Moving from talking about equity to action

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Do you know how to initiate and facilitate productive dialogues about race in your classroom? Are you prepared to handle complex topics while keeping your students engaged?Inspired by Frederick Douglass's abolitionist call to action, "it is not light that is needed, but fire", author Matthew Kay demonstrates how to mov

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Kelisa Wing is the author of "Weeds & Seeds: How To Stay Positive in the Midst of Life's Storms" and "Promises and Possibilities: Dismantling the School to Prison Pipeline" (both available on Amazon). She also is a 2017 State Teacher of the year, speaker, teacher and activist for discipline reform.
Full profile →

If you're not already aware, right before the new year a Black man was arrested at a Huntington Bank in Cleveland, Ohio, for cashing his check. Let that sink in. For cashing a check he earned, he was arrested. Over the course of last year, we have seen many instances of people of color being profiled, singled out and arrested for doing normal everyday things.

Sometimes I wonder if people truly understand why educators need to teach social justice, why teachers need diverse perspectives in their curriculum, why educators must show children people who reflect them while they are learning. And then, another one of these stories happen. Whether it be someone who is upset because they see people of color in a certain neighborhood they are not "supposed" to be in, or there is a pool party in a certain complex that people of color are not "supposed" to frequent, or someone is calling the police because of a water stand, or a BBQ, or a picnic, or *fill in the blank*. Time and time again-it hurts.

As I read the story I sat there thinking, what will I tell my son? How can I prepare him? Not only do I need to have a talk with him, which I have already, about how he is not to make any sudden moves if he is stopped by the police and how to comply, but now I must say to him, "Son, be careful if you go into the bank to cash your payroll check and be sure not to make any sudden moves."

Conducting 'Accordingly'

It is so reminiscent of the Jim Crow era when Emmett Till was mauled, beaten and drowned because he allegedly whistled at a White woman. It gives the implication that there are certain things that people of color are not supposed to do, not supposed to say, not get the very privilege of just simply living a life. Going about life on a day to day basis, doing basic things that everybody else gets to do. In some people's eyes, we must conduct ourselves "accordingly" or face consequences.

So, what does this mean for education? Well, it means a lot of things. First of all, when Secretary of Education Betsy Devos decided to eliminate the discipline guidance that was established by the Obama administration, she basically sent a signal that she did not care about the school-to-prison pipeline or students' civil rights. Earlier last year on an interview with "60 Minutes" she admitted that she had not even visited struggling schools, schools with discipline issues or schools that need attention.

By now, we should all know how a lack of discipline guidance for schools influences the school-to-prison pipeline. But I want to share what might be less familiar, what my friend Sharif El-Mekki calls the school-to-activism pipeline.

We have to show students that they can change the narrative. If they see something in their community or school that they do not like, they can do something about it. We have to show them that their voice matters, their lives matter, they MATTER! Show and teach all of them that they are not a threat based on the way they look. That it is OK for them to go into a bank and cash a check; it is OK for them to enjoy themselves at a pool party and it is OK for them to live their life. We have to dispel myths, bust stereotypes and encourage them to be their very best selves.

We have to create an environment where they are unafraid to take risks, where they believe that they can be anything. We have to have high expectations. We have to show them that we believe in their ability to be successful. We show them these things through rigorous work tasks and support-if we give them a task, we must show them how to do it. We need to show them that they are loved. We need to show them that they have power.

Real change, social justice and the school-to-activism pipeline start in our classrooms. If we want to change the world, we have to start with ourselves and then with our students. Tupac Shakur said, "I'm not saying I am going to change the world, but I guarantee that I will spark the brain that will change the world." We have that power, educators. We might not change the whole world, but if we just spark the mind of one child in our classroom, we can make a difference.

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If You're Still Wondering Why We Have to Teach Social Justice, Here's Your Answer

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Kelisa Wing is the author of "Weeds & Seeds: How To Stay Positive in the Midst of Life's Storms" and "Promises and Possibilities: Dismantling the School to Prison Pipeline" (both available on Amazon). She also is a 2017 State Teacher of the year, speaker, teacher and activist for discipline reform.

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A brief but informative opinion of financial inequity in our schools.

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I recently received a gift card to Donors Choose, an online crowdfunding site that allows teachers to create classroom wish lists that can be funded through donations. This was a different kind of gift card, though. Instead of getting something for myself I would be able to fund a wish list for a classroom. I decided to try to fund a local project and logged onto the website to make my selection. There were 297 teachers looking for funding within a 25-mile radius of Concord. The projects ranged in price and scope, but each was a request for supplies or materials not a part of the school's budget.

As I scrolled through the many classroom wish lists, I began to notice an interesting trend. There was a direct correlation between the economic status of a school district and the type of request a teacher was making.

For example, in lower-income school districts, teachers were looking for funding to purchase what many would consider basic classroom supplies: A set of dry-erase markers, book baskets, poster board, paint, printer cartridges or Clorox wipes. In mid-socioeconomic school districts, teachers were looking for bigger ticket items, like a new document camera, iPads, Chromebooks or 3-D printers. Interestingly, at the time of my search, the wealthier school districts did not have any projects looking for funding.

Each of these projects is worthy and deserving of full funding, but what does it say about the state of education if we have classroom teachers crowdfunding for markers, book baskets and printer cartridges?

We have a school-funding crisis in New Hampshire that is perpetuating the cycle of poverty. Putting aside the discussion about the total amount of funding given to public education by the state, for now, the way that we currently allocate funding for our schools creates problems for our children. The vast disparity in property tax rates and the revenues available to New Hampshire schools leads to wild inequities. Essentially, each town must shoulder 70 percent of the cost of educating its children, and as a result, towns that have more revenue from their property taxes have more money to spend on education, despite the sometime heroic efforts of taxpayers in the poorer towns.

For reference, in 2016-17, the Rye School District spent $20,053 per pupil while their tax rate was $5.68 per $1,000. In Allenstown, another elementary-only school district that shares a high school in another community, the tax rate was $17.42 per $1,000 while per-pupil spending was $16,742. That is a difference in spending of $66,220 between Rye and Allenstown for a class of 20 students and Allenstown pays almost three times more in its tax rate. Should children living 40 miles apart have vastly different experiences and opportunities based on such inequitable funding?

The impact of this funding crisis is not surprising. There is a direct correlation between high test scores and graduation rates with property-rich towns. Likewise, property-poor towns have lower test scores and lower graduation rates. This is not because poor people don't want their children to do well in school; this is not because poor children are less capable; this is not because the teachers in these towns do not teach effectively or want the best for their students. It is because our rich students are attending well-funded schools with a plethora of resources, while our less-affluent students are learning in classrooms with fewer resources.

We are systemically setting our most disadvantaged students up for failure before they even become adults. It can feel harsh to call ourselves out on systemic inequity, but if we aren't going to name the problem, then we are never going to find a solution.

The long-term effects of systemic educational inequity are well-documented and do not offer much hope. As he discussed in Teaching in the Fourth Industrialized Revolution: Standing at the Precipice, Michael Soskil, Global Teacher Prize finalist, noted that, "Disadvantaged populations who are denied equal access to quality education become increasingly marginalized as technology innovation leads to higher education requirements for jobs that pay a living wage."

As technology advances, the opportunity gap between the haves and the have-nots only widens, and through our funding system, we are causing that. It doesn't have to be that way. Soskil goes on to suggest that, "The most sustainable path towards ending extreme poverty and promoting shared prosperity is through creating an inclusive society, allowing everyone, including traditionally marginalized groups such as ethnic, religious, and other minorities, the same opportunity to participate in and benefit from the economy."

Conversations about equitable school funding often focus on politics, tax codes or the economy. While important, the problem with that conversational trajectory is that we miss the point. It's not about dollars and cents, it's about human beings.

These are our children, and the reality is that those of us with means are the ones making decisions for children from families without means. All of them will eventually grow up and become adults. Why don't we want to give them the skills and tools they need to be successful and good human beings? It means we must have difficult conversations: conversations about race, because lower-income students are also often students of color; conversations about equity versus equality, because not every student needs the same amount of resources; conversations about what we value as a community.

I don't have a solution to this crisis, but I do know that it is something we must care about. How we fund schools in New Hampshire should not be a reflection of a particular political party; it should be a reflection of our shared humanity. What do we, as a community, value? If we say that we value education, then that means that we value access to education. If we value access to education, then we value equitable access to education. Doing so would ensure that no teacher has to fundraise for dry-erase markers. More importantly, it will ensure that when a child goes to any public school in New Hampshire, she knows that she is being given tools that she needs to find success in life.

Interested in funding a classroom? Visit donorschoose.org for more information.
Book Suggestions:
For older readers:

I Am Malala by Malala Yousafzai and Christine Lamb

Educated by Tara Westover

The Freedom Writers Diary by Erin Gruwell

For middle grade readers:

I Am Malala Young Reader's Edition by Malala Yousafzai and Patricia McCormack

Tuesdays with Morrie by Mitch Albom

Fish In A Tree by Lynda Mullaley Hunt

For elementary school readers:

Junie B., First Grader (At Last!) by Barbara Park

Matilda by Roald Dahl

Because of Mr. Terupt by Rob Buyea

For little readers:

Llama Llama Misses Mama by Anna Dewdney

Chrysanthemum by Kevin Henkes

The Kissing Hand by Audrey Penn

(Heidi Crumrine, the 2018 New Hampshire Teacher of the Year, teaches English at Concord High School.)

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I recently received a gift card to Donors Choose, an online crowdfunding site that allows teachers to create classroom wish lists that can be funded through donations. This was a different kind of gift card, though. Instead of getting something for...

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What is imposter syndrome and how can you combat it? - Elizabeth Cox

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Leadership Training & Employee Development Platform

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Leadership development training programs that can enable your employees and build great teams.

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I recently sat in an education policy meeting where a funder was considering offering resources towards an education equity initiative. It sounded great, but there was a problem. There were very few people of color in the meeting, which took place in the middle of the day in a high-rise office, overlooking the central business district. These well-meaning, liberal white professionals were rolling their eyes and mocking the state of our government, preaching about how the need for equity was more important than ever. It was almost comical to me, if it weren't so aggravating. I left early for the sake of my sanity. But before I left, I had one thing to say, "Maybe we should look at the larger thread of this work because there is a long history of equity work in the community. It's not new." I named one organization in particular, run by an African American woman who I admire for her congruency between what she says is her commitment to equity and how she does her work. She develops community leadership and lifts up the voices of those most impacted by the school-to-prison pipeline.

Equity isn't easy. It takes a lot of hard work to break the habits ingrained in us as a result of our society. We are steeped in cultural norms that value dominance, hierarchy, and efficiency over cooperation, shared leadership, and time for relationship building. But in order to obtain equitable results, one must understand how to infuse the process with equity. Policymakers, school administrators, and social justice organizations are trying to obtain equity, but find it elusive because they don't know how to create it for themselves within their own structures and processes.

Which is why the results of the recent release of Urban League's education equity report is no surprise. The report simply highlights the results of inequitable systems and processes. Low-income students and students of color in New Orleans are:

more likely to be taught by inexperienced teachers

more likely to be suspended out of school

less likely to have access to the most in-demand schools

less likely to have access to advanced placement classes.

The report does a wonderful job of highlighting the issues and posing challenging questions to policymakers regarding their equity strategies being taken. I'd like to add a few other questions regarding the process to those listed in the report:

1. How do we make the education policymaking process in New Orleans more equitable?

2. How do we give parents, teachers, and students a prominent role in the decision-making processes?

3. How might school and organizational leadership implement an equitable approach where the community guides the strategies and culture of their schools?

I certainly don't claim to have the answers. In fact, as irritable as I was with the meeting that day, I too am guilty of replicating the same inequitable processes. I hold education equity meetings at times that are not accessible to parents, teachers, and students. I sometimes give more weight to organizations with a history and reputation in the work, instead of acknowledging their history and reputation were enabled by privilege. I don't always go out of my way to make sure the smaller organizations run by people of color are not only represented, but also given the chance to lead. Though, in that room with mostly white representatives of predominately white organizations talking about equity, the incongruence became clearer. I went back home and thought about some of the equity organizations I'd been working with over the past few years. I thought about whether they were diverse and whether their leadership was diverse while they went out into the world asking for equity. I thought about how funders, like the one at this meeting, have an implicit bias towards white organizations because they have more power, staff, and resources and then perpetuate this by offering them more funding - for projects that could and should be going to organizations run by people of color. In this case, the dynamic was so unseemly that it was glaringly obvious what was happening. As the group talked about equity, they were perpetuating inequity.

As a result of that meeting, I realized that although I don't have any control over the decision of the funder, I wanted to try harder to advance equity in my own sphere of influence. I decided to begin by continuing to ask the question, "How can we make this process more equitable?" Because not only do I not have the answers, I shouldn't even try to come up with them on my own. I need to find ways to broaden the conversation, to go beyond the usual circle of community leaders who end up at the table because they can afford to be there. Certainly, it will take more time and resources to do this, but that's exactly what equity is. We don't reach equity like some endpoint or destination. We begin with this step, the opportunity right in front of us, this meeting. If leaders such as policymakers, school administrators, and organization staff ensure that the process is equitable, we have a better chance for equitable outcomes.

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Equity is the Way to Equity - The Second Line Education Blog

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I recently sat in an education policy meeting where a funder was considering offering resources towards an education equity initiative. It sounded great, but there was a problem. There were very few people of color in the meeting, which took place in the middle of the day in a high-rise office, overlooking the central business district.

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Book talks, Twitter Chats -- there is a lot to gain from tuning in/following this hashtag/project created by Val Brown.

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We've detected that JavaScript is disabled in this browser. Please enable JavaScript or switch to a supported browser to continue using twitter.com. You can see a list of supported browsers in our Help Center.
Help Center

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Shared by Val Brown - note the connection with academic and social-emotional goals.

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Learning for Justice provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school.

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Referenced by Val Brown during the Oct. 18 webinar, the Standards provide a starting point for looking at education through an equity lens.

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Skip to main content

A Framework for Anti-Bias Education

The Social Justice Standards are a road map for anti-bias education at every stage of K-12 instruction. Comprised of anchor standards and age-appropriate learning outcomes, the standards provide a common language and organizational structure educators can use to guide curriculum development and make schools more just and equitable.

Divided into four domains-identity, diversity, justice and action (IDJA)-the standards recognize that, in today's diverse classrooms, students need knowledge and skills related to both prejudice-reduction and collective action. Together, these domains represent a continuum of engagement in anti-bias, multicultural and social justice education. The IDJA domains are based on Louise Derman-Sparks' four goals for anti-bias education in early childhood.

Each of the IDJA domains has learning outcomes and school-based scenarios organized by grades K-2, 3-5, 6-8 and 9-12.

Download the Standards

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The Social Justice Standards are a road map for anti-bias education at every stage of K-12 instruction, providing a common language and organizational structure educators can use to guide curriculum development and make schools more just and equitable.

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You'll find helpful resources for pushing equity conversations to more actionable levels.

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Understanding how school discipline policies can contribute to the school-to-prison pipeline is essential for educators and families. Harsh punishments, automatic out-of-class time and police involvement for discipline can push young people out of classrooms and into the criminal legal system. But educators, parents and caregivers can help to change this harmful system by advocating for and implementing practices that prioritize mental health and well-being.

We offer this new resource page that highlights LFJ articles and content to open dialogue, shift practices and foster change to benefit all young people.

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Learning for Justice | Education Resources

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Learning for Justice provides free resources to educators-teachers, administrators, counselors and other practitioners-who work with children from kindergarten through high school. Educators use our materials to supplement the curriculum, to inform their practices, and to create civil and inclusive school communities where children are respected, valued and welcome participants.

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Access and equity data referenced by Val Brown during our Oct. 18 webinar.

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Detailed New National Maps Show How Neighborhoods Shape Children for Life

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Detailed New National Maps Show How Neighborhoods Shape Children for Life

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Val Brown referenced these maps in our Oct. 18 webinar.

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Some places lift children out of poverty. Others trap them there. Now cities are trying to do something about the difference.

SEATTLE - The part of this city east of Northgate Mall looks like many of the neighborhoods that surround it, with its modest midcentury homes beneath dogwood and Douglas fir trees.

Whatever distinguishes this place is invisible from the street. But it appears that poor children who grow up here - to a greater degree than children living even a mile away - have good odds of escaping poverty over the course of their lives.

Believing this, officials in the Seattle Housing Authority are offering some families with housing vouchers extra rent money and help to find a home here: between 100th and 115th Streets, east of Meridian, west of 35th Avenue. Officials drew these lines, and boundaries around several other Seattle neighborhoods, using highly detailed research on the economic fortunes of children in nearly every neighborhood in America.

The research has shown that where children live matters deeply in whether they prosper as adults. On Monday the Census Bureau, in collaboration with researchers at Harvard and Brown, published nationwide data that will make it possible to pinpoint - down to the census tract, a level relevant to individual families - where children of all backgrounds have the best shot at getting ahead.

This work, years in the making, seeks to bring the abstract promise of big data to the real lives of children. Across the country, city officials and philanthropists who have dreamed of such a map are planning how to use it. They're hoping it can help crack open a problem, the persistence of neighborhood disadvantage, that has been resistant to government interventions and good intentions for years.

Nationwide, the variation is striking. Children raised in poor families in some neighborhoods of Memphis went on to make just $16,000 a year in their adult households; children from families of similar means living in parts of the Minneapolis suburbs ended up making four times as much.

The local disparities, however, are the most curious, and the most compelling to policymakers. In one of the tracts just north of Seattle's 115th Street - a place that looks similarly leafy, with access to the same middle school - poor children went on to households earning about $5,000 less per year than children raised in Northgate. They were more likely to be incarcerated and less likely to be employed.

The researchers believe much of this variation is driven by the neighborhoods themselves, not by differences in what brings people to live in them. The more years children spend in a good neighborhood, the greater the benefits they receive. And what matters, the researchers find, is a hyper-local setting: the environment within about half a mile of a child's home.

At that scale, these patterns - a refinement of previous research at the county level - have become much less theoretical, and easier to act on.

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A map used by the Seattle Housing Authority identifies neighborhoods, shaded in purple, where housing officials and researchers believe that poor children have particularly good odds of rising out of poverty. Credit Seattle Housing Authority

"That's exciting and inspiring and daunting in some ways that we're actually talking about real families, about kids growing up in different neighborhoods based on this data," said the Harvard economist Raj Chetty, one of the project's researchers, along with Nathaniel Hendren at Harvard, John N. Friedman at Brown, and Maggie R. Jones and Sonya R. Porter at the Census Bureau.

The Seattle and King County housing authorities are testing whether they can leverage their voucher programs to move families to where opportunity already exists. In Charlotte, where poverty is deeper and more widespread, community leaders are hoping to nurse opportunity where it's missing.

In other communities, the researchers envision that this mapping could help identify sites for new Head Start centers, or neighborhoods for "Opportunity Zones" created by the 2017 tax law. Children from low-opportunity neighborhoods, they suggest, could merit priority for selective high schools.

For any government program or community grant that targets a specific place, this data proposes a better way to pick those places - one based not on neighborhood poverty levels, but on whether we expect children will escape poverty as adults.

That metric is both more specific and more mysterious. Researchers still don't understand exactly what leads some neighborhoods to nurture children, although they point to characteristics like more employed adults and two-parent families that are common among such places. Other features like school boundary lines and poverty levels often cited as indicators of good neighborhoods explain only half of the variation here.

"These things are now possible to think about in a different way than you thought about them before," said Greg Russ, the head of the Minneapolis Public Housing Authority, which is also planning to use the data. "Is opportunity a block away? These are the kind of questions we can ask."

The answers shown here are based on the adult earnings of 20.5 million children, captured in anonymous, individual-level census and tax data that links each child with his or her parents. That data covers nearly all children in America born between 1978 and 1983, although the map here illustrates the subset of those children raised in poorer families. The research offers a time-lapse view of what happened to them: who became a teenage mother, who went to prison, who wound up in the middle class, and who remained trapped in poverty for another generation.

Few of the children from Northgate still live in the neighborhood, but the data traces their outcomes as adults today back to the place that helped shape them.

The patterns broadly hold true for children growing up today, the researchers believe, even though the data reflects the experience of people now in their 30s. In rapidly changing cities like Seattle, some neighborhoods will look quite different now. So in drawing their opportunity maps, the housing authorities here, working with Mr. Chetty's team, also considered indicators like poverty rates and test scores for poor students today.

The researchers argue, however, that this data that looks back over the last 30 years can reveal something about a place that's not captured in snapshots of its conditions today.

In Seattle, that picture confirmed what housing officials feared - that their voucher holders had long been clustered in neighborhoods offering the least upward mobility.

"It really struck us as, well, we are contributing to this problem, not solving the problem," said Andrew Lofton, the executive director of the Seattle Housing Authority.

Here the response means offering some of those families more choices in where to live. But that solution won't help every child, or even many of them. The larger question is how to convert struggling neighborhoods into places where poor children are likely to thrive.

In other regions, the differences between such places are more visible than in Seattle.

In the Charlotte area, Ophelia Garmon-Brown, a longtime family physician, sees in these maps clear traces of where the fewest jobs are, where the high-poverty schools are, where African-American families live.

"You could drive from your home in south Charlotte to your banking job downtown and never see poverty, because we're so segregated," said Dr. Garmon-Brown, who grew up poor herself, in Detroit. "In some of this, we have to admit that was intentional."

The earlier research showed Charlotte as among the worst large metropolitan areas in the country in creating opportunity for poor children, a realization that prompted the community to create a task force co-chaired by Dr. Garmon-Brown. At this finer scale, parsing outcomes by race and neighborhood, poor white children in Charlotte have had more opportunity than poor black children, even when they've grown up in the same neighborhoods. In many parts of the region, however, their worlds simply don't overlap.

In other communities, what separates neighborhoods is probably tied to incarceration. Included in the new census data are neighborhood-level rates of children who were later counted in the census in prisons or jails on April 1, 2010.

About 1.5 percent of the entire cohort, adults then in their late 20s to early 30s, were incarcerated on that single day. For some neighborhoods in Milwaukee or New Haven, that number was far higher: As many as one in four poor black boys growing up in those places were incarcerated. Their neighborhoods - or something about how those neighborhoods were policed - sent more poor children into prison than out of poverty.

Underscoring how difficult it will be to transform these places, the federal government has spent billions in struggling neighborhoods over the years, funneling as much as $500 million into some individual census tracts since 1990, according to a tally by researchers of major placed-based initiatives like block grants and housing redevelopment programs.

"And yet we've never been able as a country to fully know whether and to what degree those investments were efficacious," said Kathryn Edin, a Princeton sociologist.

Ms. Edin and other researchers working with Mr. Chetty plan to re-examine those past government programs with the new data, which makes it possible to identify where children lived when they were exposed to those investments, and what happened to them afterward.

If the answers are not clear yet, there is a hint of answers coming, now that we have fine-grained data on millions of children, now that cities alarmed by the results are taking notice, now that philanthropists are lining up to help.

In Seattle, where all these pieces have converged, housing officials were recently driving past neighborhoods their map doesn't identify, into "opportunity areas" where families have begun to move.

"I believe the results of the data, but we all wish we knew what the distinguishing attributes are, so that we could build them in other neighborhoods," said Andria Lazaga, the director of policy and strategic initiatives with the Seattle Housing Authority. "That's the dream - to figure that out."
The poor children shown here were raised in families making about $27,000 a year (in 2015 dollars), at the 25th percentile of the national income distribution. Not all neighborhoods were home to such families, so researchers calculated tract-level estimates by extrapolating from the results of families at other percentiles who were present there. Data is not shown in tracts with few children. Results not shown here covering other income levels and full outcomes including incarceration are available here.
Josh Williams contributed research.

Emily Badger writes about cities and urban policy for The Upshot from the San Francisco bureau. She's particularly interested in housing, transportation and inequality - and how they're all connected. She joined The Times in 2016 from The Washington Post. @emilymbadger

Quoctrung Bui is a graphics editor and covers social science and policy for The Upshot. He joined The Times in 2015, and previously worked for National Public Radio covering economics and everyday life. @qdbui

A version of this article appears in print on , on Page A1 of the New York edition with the headline: Data Zooms In on the Springboards to Prosperity. Order Reprints | Today's Paper | Subscribe

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Detailed New National Maps Show How Neighborhoods Shape Children for Life

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Some places lift children out of poverty. Others trap them there. Now cities are trying to do something about the difference. SEATTLE - The part of this city east of Northgate Mall looks like many of the neighborhoods that surround it, with its modest midcentury homes beneath dogwood and Douglas fir trees.

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The video shares more of Gilliam's research with biases of pre-school teachers.

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Preschool Expulsion: Implicit Bias & Early Childhood Mental Health Consultation

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Spalding credits this organization for their discussion of the Discomfort Zone that facilitates learning.

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Welcome to Training For Change!

Training for Change is a training and capacity building organization for activists and organizers. We believe strong training and group facilitation is vital to movement building for social justice and radical change.

Since 1992, we've supported groups taking direct action, building strong teams and organizations, and working at the grassroots. We train thousands of people each year in North America, and also internationally, across issues and sectors - from campaign strategy retreats for anti-gentrification community groups, facilitation training for union leaders, to de-escalation skills for immigrant rights groups resisting deportation.

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Ready to use activities and reflection

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Dr. Alfredo Artiles - Address Students' Cultures

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Don’t ask where I’m from, ask where I’m a local

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When someone asks you where you’re from … do you sometimes not know how to answer? Writer Taiye Selasi speaks on behalf of “multi-local” people, who feel at home in the town where they grew up, the city they live now and maybe another place or two. “How can I come from a country?” she asks. “How can a human being come from a concept?”

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--also worth exploring the website lostatschool.org

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Putting our best book forward

Each Great on Kindle book offers a great reading experience, at a better value than print to keep your wallet happy.

Explore your book, then jump right back to where you left off with Page Flip.

View high quality images that let you zoom in to take a closer look.

Enjoy features only possible in digital - start reading right away, carry your library with you, adjust the font, create shareable notes and highlights, and more.

Discover additional details about the events, people, and places in your book, with Wikipedia integration.

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The Culture Map: Breaking Through the Invisible Boundaries of Global Business

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The Culture Map: Breaking Through the Invisible Boundaries of Global Business [Meyer, Erin] on Amazon.com. *FREE* shipping on qualifying offers. The Culture Map: Breaking Through the Invisible Boundaries of Global Business

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Workshops

In many ways, the racial injustice being highlighted at this time in history is not new. What IS new is the way racial justice is now being covered by the mainstream media and discussed in just about every forum. Students are looking to their teachers to help navigate and make sense of what they are seeing. In our workshops, we help educators develop the knowledge and skills to support students in this process - and to work with colleagues in developing inclusive, antiracist curricula and school communities.

Some of our newest workshops include:

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In many ways, the racial injustice being highlighted at this time in history is not new. What IS new is the way racial justice is now being covered by the mainstream media and discussed in just about every forum. Students are looking to their teachers to help navigate and make sense of what they are seeing.

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By Natalie Bruzda
Las Vegas Review-Journal

A few weeks after U.S. News and World Report ranked UNLV as one of the most diverse college campuses in the country, another report gave the university average marks for black student access and equity.

Shaun Harper, who co-authored the University of Southern California report, doesn't dispute UNLV's place at the top of the recent ethnic diversity ranking but said the designation masks an under-representation of black students.

"Sure, you're probably one of the most diverse in the world," said Harper, a professor and executive director of the USC Race and Equity Center. "That's great ... but just not when it comes to black students. Actually you under-enroll them relative to their representation in the population in Nevada."

In the U.S. News and World Report ranking, UNLV was noted especially for its makeup of Hispanic students at 29 percent. This is the second consecutive year that the university has appeared at the top of the list.

But the USC report highlights that the university's young black student population - 7.6 percent - does not match up with state demographics. In Nevada, the figure was 10.6 percent in 2016. Harper, and Isaiah Simmons, the report's other author, gave UNLV a grade of C on this and three other measures. Nevada State College also received a C on enrollment equity, while the University of Nevada, Reno earned aD.

The USC researchers also examined black graduation rates.

"Across the system we have to do a better job on outcomes overall and for our minority students," said Thom Reilly, chancellor of the Nevada System of Higher Education, adding that the report is reflective of the new strategic goals established by the state Board of Regents this year.

On Jan. 17, the board plans to hold a one-day student success summit, with an agenda that will be focused on boosting graduation rates and closing the achievement gap between white and minority students.

Reilly said part of the workshop will focus on examining best practices not only within Nevada, but beyond, with plans to bring in educators from the aspirational colleges and universities that NSHE schools have identified.

It's similar to one of the broader goals that Harper envisions with the release of the report.

"I think it allows those institutions to figure out where to target those interventions, where to target their efforts for improvement," he said. "I think it also creates a learning opportunity, particularly within state systems of higher education."

Barbee Oakes, chief diversity officer for UNLV, said parsing data in this way gives universities a starting point to ensure that the strategies being implemented on campuses are targeted to specific student populations.

"There's not a one-size-fits-all mentality," Oakes said. "What are the needs that are common across all of our students, and where are some of those specific niches that we need to do more work?"

Harper and Simmons also examined the enrollment gap between black men and women, and the black student-to-black-faculty ratio on college campuses.

They graded schools on an A-F scale, and then assigned schools an overall equity index score, computing it the way a grade-point average is determined.

Nevada as a whole came away with a middle-of-the-road equity score of 2.0, while four neighboring states - Arizona, California, Idaho and Utah - made the list of the highest performing states. Even so, 200 colleges and universities earned scores below 2.0 - including NSC with an overall score of 1.75. No campus earned above a 3.5.

Edith Fernandez, associate vice president for community engagement and diversity initiatives at NSC, said the small college in Henderson has been intentional about trying to create more pathways for African-American students, and held focus groups last November around this idea.

Transportation issues rose to the top.

"We suspected that," she said. "Nevada State is a good 20 miles away from the west side or the north side of the valley. To hear it from the students was very important to helping us understand the challenge."

Fernandez said investing resources into African-American outreach should be embedded into the college's strategic plan.

Meanwhile, all three of Nevada's public four-year institutions failed to achieve an A on any of the four measures. NSC earned one B on the completion measure, but conversely, an F on their efforts to enroll black men at close to or equal rates of black women. And UNR received two B's - one for its black studentto-black faculty ratio of 27 to 1.

"The point that we make here is that these institutions are failing black students - too many of them across the country," Harper said.

Contact Natalie Bruzda at nbruzda@reviewjournal.com or 702-477-3897. Follow @NatalieBruzda on Twitter.

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From the Las Vegas Review Journal, 10/1/2018: Report gives state average grades on black students

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By Natalie Bruzda Las Vegas Review-Journal A few weeks after U.S. News and World Report ranked UNLV as one of the most diverse college campuses in the country, another report gave the university average marks for black student access and equity.

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Every Kid Needs a Champion: Rita Pierson

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Every Kid Needs a Champion: Rita Pierson

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Rita Pierson, a teacher for 40 years, once heard a colleague say, “They don’t pay me to like the kids.” Her response: “Kids don’t learn from people they don’t like.’” A rousing call to educators to believe in their students and actually connect with them on a real, human, personal level.

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Fools, Foes or Freedom: Which One Will We Feed?

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Kirwan Institute for the Study of Race and Ethnicity

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Kirwan Institute for the Study of Race and Ethnicity

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Kirwan Institute: Implicit Bias Training Modules

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Welcome to the Kirwan Institute for the Study of Race & Ethnicity's Implicit Bias Module Series. At the Kirwan Institute at The Ohio State University, we are committed to the creation of a just and inclusive society, where all people and communities have the opportunity to succeed.

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Smith, Frey, Pumpian, & Fisher