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My professional perspective of equity in the field of education as a school counselor is equity must be maintained for student success. As a school counselor, it is my responsibility to advocate for all students, particularly those from marginalized groups, to ensure that students at disadvantages have access to the necessary support, accommodations, resources, and services that give them the same opportunities to succeed as every other student.

I chose this topic because it is important in the field of school counseling and a student’s success in academics, their social life, their personal life, and in their future career.

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Federal Agency:

The United States Department of Education (2024) believes “that our nation’s future is brighter when we provide every student in every community with equitable access to an academically rigorous, well-rounded education in a safe and inclusive school” (para. 2). The United States Department of Education plays a central role in governing educational equity by enforcing federal laws such as the Equal Educational Opportunities Act of 1974. The Equal Educational Opportunities Act of 1974 requires schools to eliminate barriers to educational equity for minority students. School districts and administrators are at the forefront of ensuring compliance with equity laws and ethical practices. They are responsible for implementing policies that promote equity and ensure that no student is discriminated against. School counselors play a key role in fostering an inclusive and equitable learning environment for all students.

State Agency:

The Texas Education Agency (TEA) is the primary state agency responsible for overseeing public education in Texas. TEA’s role includes ensuring that school districts comply with state and federal regulations related to educational equity. TEA is also responsible for: administering funding for K–12 schools, ensuring equitable distribution of resources, implementing and enforcing state policies on school accountability, student performance, and academic standards, monitoring compliance with federal laws such as Title VI (civil rights protections for racial and ethnic minorities), Title IX (gender equity), and the Individuals with Disabilities Education Act (IDEA), implementing state laws to close achievement gaps among different student groups, including students with disabilities, low-income students, and English Language Learners (ELLs), and providing guidance and training for educators on equity-focused practices and compliance with civil rights protections.

Reference:

United States Department of Education. (2024). Department of education equity action plan.

https://www.ed.gov/about/ed-overview/department-of-education-equity-action-plan#:~:text=Improve%20college%20access%2C%20a

ffordability%2C%20and,equitable%20resources%20for%20learning%20recovery.

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Federal Constitutional Law:

The Equal Educational Opportunities Act (1974) “declares it to be the policy of the United States that all children enrolled in public schools are entitled to equal educational opportunity without regard to race, color, sex, or national origin”. The purpose of this Act is to eliminate barriers to educational equity for minority students by concentrating school resources to “educationally deprived students” (Equal Educational Opportunities Act, 1974).

School counselors are responsible for:

providing equal opportunities for learning and participation in all educational activities

identifying and addressing any inequities in classroom practices

advocating for students who are at risk of being marginalized, such as students with disabilities, minorities, and students from low-income backgrounds

ensure that students' needs are met through differentiated instruction, individualized accommodations, and support services.

Individuals who do not abide by the Equal Educational Opportunities Act risk the loss of employment, the loss of educator certifications, and legal consequences.

(Equal Educational Opportunities Act, 1974)

https://www.congress.gov/bill/93rd-congress/house-bill/40

State Constitutional Law:

According to Texas Education Code § 4.001(a) (2023), the mission of the Texas public education system is to:

ensure that all Texas children have access to a quality education that enables them to achieve their potential

fully participate now and in the future in the social, economic, and educational opportunities of our state and nation

(Tex. Educ. Code § 4.001(a), 2023)

https://statutes.capitol.texas.gov/Docs/ED/htm/ED.4.htm

The Texas Education Agency:

enforces state laws and regulations that promote equal access to education

supports school districts in implementing equitable practices

oversees compliance with both federal and state equity laws

Individuals who do not abide by the Texas Education Code risk the loss of employment, the loss of educator certifications, and legal consequences.

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Slide #4 Statute and Administrative Laws

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Slide #4 Statute and Administrative Laws

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Federal Statute:

Title VI

prohibits discrimination on the basis of race, color, or origin in educational programs and activities that receive federal assistance

promotes equity by ensuring that all students, regardless of their racial or ethnic background, have equal access to educational opportunities

requires educational institutions to take the necessary steps to address any practices that create disadvantages to students of color or those from diverse backgrounds

(42 U.S.C. § 2000d)

https://www.govinfo.gov/content/pkg/USCODE-2008-title42/html/USCODE-2008-title42-chap21-subchapV.htm

State Statute:

Texas Education Code (TEC) § 29.081

requires Texas public schools to provide extra educational opportunities to students who are educationally disadvantaged

the purpose is to ensure that all students, particularly those from low-income families, have the support needed to succeed academically

(Tex. Educ. Code Ann. § 29.081)

https://statutes.capitol.texas.gov/Docs/ED/htm/ED.29.htm

Individuals who do not abide by these statutes for educational equity risk the loss of employment, the loss of educator certifications, and legal consequences.

Federal Administrative Law:

The United States Department of Education’s Office for Civil Rights regulations under 34 C.F.R. Part 100 outlines:

how the implementation of Title VI provides guidance

how schools must comply

how to file complaints of discrimination, investigations, and enforcement.

It is important that educational institutions are held accountable for discriminating against students and promoting equitable learning environments for all students.

(34 C.F.R. Part 100)

https://www.govinfo.gov/content/pkg/CFR-2011-title34-vol1/xml/CFR-2011-title34-vol1-part100.xml

State Administrative Law:

Texas Administrative Code (TAC) § 89.1070 outlines:

the requirements for school districts to provide educational support services to students

includes provisions that ensure educational equity

supports the implementation of equitable practices by mandating that schools provide programs tailored to the needs of diverse student populations

(19 Tex. Admin. Code § 89.1070)

https://texreg.sos.state.tx.us/public/readtac$ext.TacPage?sl=R&app=9&p_dir=&p_rloc=&p_tloc=&p_ploc=&pg=1&p_tac=&ti=19&pt=2&ch=89&rl=1070

Organizations who do not abide by the equity administrative laws risk the loss of accreditation and legal consequences.

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Brown v. Board of Education:

The historic United States Supreme Court case, Brown v. Board of Education, challenged whether racial segregation in public schools is constitutional. The Supreme Court ruled that racial segregation in public schools was unconstitutional because it violated the Equal Protection Clause of the Fourteenth Amendment. This decision was a pivotal moment in the civil rights movement and had a profound effect on educational equity. A legal precedent was set for challenging discriminatory practices in education and served as a stepping stone for efforts aimed at promoting equity in education.

(Brown v. Board of Education, 1954)

https://www.archives.gov/milestone-documents/brown-v-board-of-education#:~:text=In%20this%20milestone%20decision%2C%20the,1896%20Plessy%20v.%20Ferguson%20case.

San Antonio ISD v. Rodriguez:

This case focused on funding disparities between wealthy and poor school districts in Texas. The U.S. Supreme Court ruled that education is not a fundamental right under the U.S. Constitution, and thus, disparities in school funding based on local property taxes did not violate the Equal Protection Clause of the 14th Amendment. While not in favor of student's rights for equity, the decision highlighted ongoing issues related to funding equity in public education.

(San Antonio Independent School District v. Rodriguez, 1973)

https://supreme.justia.com/cases/federal/us/411/1/

Lau v. Nichols:

In the Lau v. Nichols case, the U.S. Supreme Court ruled that the San Francisco school district's failure to provide non-English-speaking Chinese students with supplemental language instruction violated Title VI of the Civil Rights Act of 1964. This case helped to establish the legal principle that schools must take affirmative steps to accommodate English Language Learners (ELLs) to ensure they receive equal educational opportunities.

(Lau v. Nichols, 1974)

https://supreme.justia.com/cases/federal/us/414/563/

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Title VI

prohibits discrimination on the basis of race, color, or national origin in programs and activities that receive federal financial assistance

promotes equity by ensuring that all students, regardless of their racial or ethnic background, have equal access to educational opportunities

requires educational institutions to take the necessary steps to address any practices that create disadvantages to students of color or those from diverse backgrounds

is important for school counseling because it requires that school counselors, along with educational institutions, work together to eliminate disparities and discriminatory practices that may affect certain student groups.

School counselors must promote equity by addressing barriers that impact students in a negative way.

(42 U.S.C. § 2000d)

https://www.govinfo.gov/content/pkg/USCODE-2008-title42/html/USCODE-2008-title42-chap21-subchapV.htm

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School districts have an equity and diversity policy that outlines their commitment to promote educational opportunities that ensure all students have equal access to resources and support. In the Abilene ISD Parent/Student Handbook (2024), guidelines are included to ensure compliance with Title VI. These policies are important for:

identifying and addressing achievement gaps

the implementation of culturally responsive practices

fostering an inclusive environment

An equity and diversity policy helps school counselors play a proactive role in establishing fairness and inclusion in schools.

Reference:

Abilene Independent School District. (2024). Abilene ISD parent/student handbook 2024-2025.

https://core-docs.s3.us-east-1.amazonaws.com/documents/asset/uploaded_file/4557/AISD/4818956/Official_PSHB_24-25.pdf

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Utilize Data to Inform Equity Efforts

Data can ensure decisions about policies, practices, and resources are driven by equity and student outcomes. It can "provide valuable insights into how different students perform and help identify areas where equity efforts are needed" (Accelerate Learning, 2024).

When educators use data they can make informed decisions that meet the needs of every student.

School counselors should regularly collect and analyze data on student performance, graduation rates, disciplinary actions, and other equity indicators. Without data, schools may be unaware of inequities and miss opportunities for improvement. An easy way for schools to collect data is to use surveys to gather input from students about their school experiences. Personal feedback can provide an overall view of how equitable your campus feels to students.

Provide Targeted Support for At-Risk Students

Schools should offer additional support to students who face barriers to academic success due to economic, social, or personal factors. By developing and implementing programs such as tutoring, support for English Language Learners (ELLs), students with disabilities, mentorship, social-emotional learning, and mental health services schools can meet the needs of disadvantaged students. Students who do not receive the necessary support may fall behind academically, perpetuating achievement gaps.

Establish Clear Anti-Discrimination Policies

Schools should prevent and address discrimination based on race, gender, and disability by developing and enforcing clear anti-discrimination policies that protect students and staff from bias and discrimination. This includes establishing grievance procedures for complaints and holding staff accountable for creating an inclusive environment. Discrimination, either overt or subtle, can lead to exclusion, bullying, and unequal educational opportunities for students and should not be tolerated.

Reference:

Accelerate Learning. (2024). 7 ways to promote equity in education. https://blog.acceleratelearning.com/7-ways-to-promote-equity-in-education

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Learn about the principles of equity, its impact on learning outcomes, and practical strategies to promote equity in the classroom.

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Sections A.11, B.1, and B.2 of the American School Counselor Association’s Ethical Standards for School Counselors (2022) state the ethical standards school counselors are expected to follow regarding educational equity. These sections promote student safety as well as inclusion and fairness for student services. The impact of these ethical standards involves the success of students academically, socially, and emotionally.

Reference:

American School Counselor Association. (2022). ASCA ethical standards for school counselors.

https://www.schoolcounselor.org/getmedia/44f30280-ffe8-4b41-9ad8-f15909c3d164/EthicalStandards.pdf

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As a school counselor it is important to understand that equality is giving every student the same materials to complete an activity while equity is giving individual students the materials they need to complete the activity at the same ability level as others. Knowing the legal and ethical standards that are expected of me as an educator and school counselor allows me to understand that while equity involves equality, they are not the same thing. Equity is taking a step further than equality to ensure that all students succeed.

Legal and ethical standards have many connections to school counselors. School counselors are required to maintain student confidentiality under laws like the Family Educational Rights and Privacy Act (FERPA), with the exception of a student's safety being at risk. Counselors adhere to ethical codes such as those from the American School Counselor Association (ASCA), which stress the importance of confidentiality in building trust with students. Ethically, counselors must also ensure informed consent is given for counseling services. Counselors are ethically obligated to promote social justice and work toward ensuring equity for all students, regardless of race, gender, or disability. Counselors must maintain competence by adhering to state licensing requirements, continuing education, and practicing within the boundaries of their qualifications. Ethical codes also require counselors to seek supervision and refer students to other professionals when needed.

The connection between legal and ethical standards and school counseling can evoke a range of feelings:

Responsibility: There is a strong sense of responsibility to adhere to legal and ethical standards ensures school counselors act in the best interest of the student while protecting both the students' and the counselors' rights. Adherence to legal and ethical standards elevates the profession of school counseling, paving the way to demonstrate a commitment to professionalism, integrity, and the protection of students’ rights.

Stress and Pressure: Understanding and navigating the complexities of law and ethics can sometimes cause stress for counselors, especially when they must balance confidentiality with mandatory reporting or other legal obligations.

Empowerment: Adhering to legal and ethical standards empowers counselors to create a structured and safe environment for students. Being empowered helps pave the way for clear boundaries around the counselor’s responsibilities, preventing potential misuse of authority or exploitation.

By understanding the law, counselors are better equipped to advocate for students' well-being and provide ethical guidance in challenging situations. Students can become great advocates for their own education when they know what they are legally entitled to and deserve.

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Equity in education refers to ensuring that all students have access to the resources, opportunities, and supports they need to succeed, regardless of their backgrounds, abilities, or identities. Achieving educational equity requires addressing disparities in access to quality education, fostering an inclusive environment, and removing barriers that disproportionately affect marginalized groups.

Here are some recommendations related to educational practice and best practices for legal compliance in promoting educational equity:

Ensure Equal Access to Resources:

Schools should provide equitable access to educational resources such as advanced coursework, technology, and extracurricular activities, ensuring that no student is excluded based on race, socioeconomic status, or disability.

Provide Culturally Responsive Teaching:

Implement teaching strategies that acknowledge and value the cultural backgrounds of all students by using diverse materials, addressing biases, and fostering inclusive classrooms that promote respect for all cultures.

Implement Anti-Discrimination Policies:

School districts and campuses should establish and enforce clear anti-discrimination policies to prevent harassment or exclusion based on race, gender, disability, sexual orientation, or any other protected characteristic, as well as ensuring staff and students are trained in recognizing and addressing discrimination.

Use Data to Monitor Equity Gaps:

Regularly collect and analyze data on student performance, attendance, and behavior to identify disparities between different student groups. Then, use this data to inform decision-making and implement targeted interventions for underrepresented or underserved populations.

Provide Support Services for All Students:

Offer additional academic, mental health, and social services to students who may face unique challenges, such as those with disabilities, English language learners, or students from low-income backgrounds.

Promote Diverse Educators:

Recruit, retain, and support a diverse teaching staff that reflects the student body. Diverse educators can serve as role models and help foster an environment of equity and inclusion, while bringing different perspectives to the curriculum.

Ensure Transparency in Disciplinary Practices:

Monitor and address disparities in disciplinary actions, ensuring that all students are treated fairly and that disciplinary policies do not disproportionately impact marginalized groups.

Regular Professional Development on Equity Issues:

Provide ongoing training for educators, counselors, and staff on topics related to cultural competence, anti-bias education, and the legal responsibilities surrounding educational equity to ensure that all staff understand their roles in promoting an equitable learning environment.

These recommendations show the importance of both practical strategies and legal compliance to ensure that all students receive a fair and equitable education.