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Shalini: "The problem with just relying on any one of my labels to support me would be if you decided to look no further..."pg. 38

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Shalini: "The problem with just relying on any one of my labels to support me would be if you decided to look no further..."pg. 38

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Shalini: "Idea of race categories as rigid and simple and permanent" pg. 54

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Shalini: "Idea of race categories as rigid and simple and permanent" pg. 54

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Shalini: "But quiet often in our school talk, we forget how the opportunity context (the "structure") shapes the student's experiences, and we instead just talk about his outcome as only the consequence of his personal effort (his own "agency"). pg. 108

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Shalini: "But quiet often in our school talk, we forget how the opportunity context (the "structure") shapes the student's experiences, and we instead just talk about his outcome as only the consequence of his personal effort (his own "agency"). pg. 108

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“Do labels express belief in young people and care for them?  Do they describe youth accurately rather than falsely?  Pinpoint a need, strength, or real experience?  Enable opportunity?  If not, the label use is probably a problem.” (p 52)

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“When we routinely use overarching labels like “Special Ed kid,” we also imply a “type of person” and say nothing about the real goal – supporting specific aspects of students’ learning.” (p. 64)

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“School are where we shape the next generation and through them, the world.” (p. 9)

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“Underinformed explanations have serious consequences for how students are treated- and how they feel about school themselves.” Pg 75

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“To improve opportunity and outcome in education, people need to be ready to analyze how educators’, students’, and parents’ actions intertwine to shape students’ educational experiences, in opportunity contexts created by lots of other people.” Pg 107

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“Your everyday actions are not solely responsible for students’ academic outcomes, but you contribute fundamentally to them over time.” Pg 107

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"Every child's outcome accumulates like a snowball"

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"Equity efforts in education provide supports to give every young person and all groups of young people a full chance to develop their vast human talents."

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"Equity- oriented school talk about young people urgently does the following: Conveys belief in all young people's equal human value and potential, and care and respect for their development and well-being."

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"When we fail to describe a student's situation, we can fail to respond to it" pg. 41

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"We have no simple way to measure 'intelligence,'" pg. 132

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"...to know who you are and to be proud of who you are ... just, like, gives you power to do better for yourself--to keep learning, want to keep doing things." pg. 154

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"Labels like 'at risk' are designed to flag students who need additional support, but they sum up an entire child as likely to fail." p. 34

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"Shallow culture claims often just describe and purport to explain the surface of a phenomenon, by explaining, in isolation, a single observed action just involving people inside a group." p. 180

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"If your experiences keep preparing you for whatever is measured, you'll do better." p.143

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"Equity efforts in education provide supports to give every young person and all groups of young people a full chance to develop their vast human talents." pg. 7

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"to know who you are and to be proud of who you are ... just, like, gives you power to do better for yourself--to keep learning, want to keep doing things." pg. 154

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"Latino and black parents don't really care about education, so their kids don't achieve." pg.166

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To many, the outcome of "equality" is still where we're going; "equity" is how to get there, by providing supports that equalize the opportunity to succeed. pg. 119

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As Nasir notes, Jordan understood "that the stereotypes about black males (a demographic group to which he belongs) are so strong that he had to actively work to remind himself that they lacked truth." He had to flip the script about himself. pg. 60

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But they realized they couldn't discuss or address the experiences students noted on the survey without using the label "black" - and that by anxiously deleting the very word "black" as if it were problematic, they were disrespecting the students further." pg. 35

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"Recent years' discussions of student "grit" or "resilience" embody this debate over how much to blame the student's reactions to the opportunity context rather than his or her experiences in opportunity context."

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"Perhaps the bigger problem us that people discussing student outcomes too rarely talk through students' experiences in opportunity contexts in any detail, leaving people unequipped to make change"

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"Even now, we still need to challenge six hundred years of programming to imagine fundamentally different subtypes of humans. If left unchallenged, deep notions about racial groups as fundamentally different "types of people" derail equity efforts of all kinds."

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Emma Collins:  "every child's outcome accumulates like a snowball does" p.102

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Emma Collins:  "every child's outcome accumulates like a snowball does" p.102

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"one of every three black American males born today can expect to go to prison in his lifetime" p.78

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"You actually see people creating myths about entire groups deemed smarter than others in order to distribute opportunities to some more than others." p.144

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the goal of equity as an effort to unlock “the human potential of an individual to then share them with the world.” p. 14

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“When we talk about student outcomes, we often assign blame and responsibility for processes that are far more complicated than we make them sound.” (Pollock, 77).

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“sometimes, we need labels to accurately describe people’s experiences in a world that has treated us as members of such “groups” for a long time.” (Pollock, 35).

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“As we’ll see throughout this book, the things people say about students in schools shape how adults think about and treat students, how students feel about themselves and their peers, and who offers students which opportunities and assistance” (p. 4).

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“Many people don’t know one critical fact essential to equity effort: that genetically speaking, there are no valid racial subgroups to the human species" (p. 47).

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"As Jeff Elman put it to me, there also are highly useful life skills like 'being socially adept, motivated, disciplined and organized' that we don't typically 'associate with intelligence' and measure in kids" (p. 133).

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"...too many of us normalize inadequate opportunity for so many..." (p. 101)

"...sometimes you have to label a need or experience to be able to address it and support a child. The laws also suggest that labels should accurately describe needs and experiences students actually have -and offer support people actually want." (p. 39)

"...the authors of the book The Bell Curve again argued that poor people, disproportionately people of color, were poorer because they were less intelligent" (p. 146)

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"To support young people in such a world, myth-busting requires supporting students to develop fierce belief in their own intelligence as a member of any social group falsely stigmatized" (pg. 154)

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"When we fail to describe a student's situation, we can fail to respond to it" (pg. 41)

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"People are members of multiple communities and have multiple, often intersecting identities, some of which are context dependent" (pg. 45)

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Claire: "Steele and colleagues' work shows that if students trust that people around them hold high standards for them and reject such myths about innate, group-based 'intellectual ability,' stereotype threat doesn't kick in." (147)

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Claire: "Steele and colleagues' work shows that if students trust that people around them hold high standards for them and reject such myths about innate, group-based 'intellectual ability,' stereotype threat doesn't kick in." (147)

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Claire: "So, accurate Smarts talk emphasizes that people, in interaction, help shape both any child's current 'abilities' and others' sense of those abilities." (140)

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Claire: "So, accurate Smarts talk emphasizes that people, in interaction, help shape both any child's current 'abilities' and others' sense of those abilities." (140)

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"The Laws also suggest that labels should accurately describe needs and experiences students actually have- and offer supports people actually want." (39)

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"The Laws also suggest that labels should accurately describe needs and experiences students actually have- and offer supports people actually want." (39)

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Claire

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Jackson: "Communicating toward equity means actively counteracting the myth-- all day, every day-- that some young people or some groups are naturally "smarter" than others." (p. 158)

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Jackson: "Communicating toward equity means actively counteracting the myth-- all day, every day-- that some young people or some groups are naturally "smarter" than others." (p. 158)

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Jackson: "It's a Core Tension, even as we may want to stop labeling people, sometimes we need labels to accurately describe people's experiences in a world that has treated us as members of such 'groups' for a long time." (p. 35)

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Jackson: "It's a Core Tension, even as we may want to stop labeling people, sometimes we need labels to accurately describe people's experiences in a world that has treated us as members of such 'groups' for a long time." (p. 35)

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Jackson: Like a tiny ice chunk that rolls down a hill and accumulates in a giant ball, millions of acts in an opportunity context pile up to shape a child's fate" (p.81)

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Jackson: Like a tiny ice chunk that rolls down a hill and accumulates in a giant ball, millions of acts in an opportunity context pile up to shape a child's fate" (p.81)

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"Thinking about labels as things people make gives us more power in deciding what to do with them in schools. We put ourselves more in charge of labels, rather than only at their mercy," (p. 36).

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"Thinking about labels as things people make gives us more power in deciding what to do with them in schools. We put ourselves more in charge of labels, rather than only at their mercy," (p. 36).

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"We have no simple way to measure 'intelligence,'" (p. 132).

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"We have no simple way to measure 'intelligence,'" (p. 132).