Educators say that equity in education is not the same as equality. While students should have equal access to high-quality teachers and school leaders, as well as instructional resources, equity means that each student has the individual supports needed to reach his or her greatest potential. In today’s schools, the barriers to achieve equity are pervasive across school poverty levels and are found both in- and out-of-the- school environment.
- Teachers and principals agree (97%) that equity in education should be a national priority.
- Teachers and principals also agree (87%) that many of their students face barriers to learning that come from outside of the school environment.
- High percentages of principals across all school poverty levels say they have students who are experiencing family or personal crisis (95%), in need of mental health services (91%), living in poverty (90%), coming to school hungry (85%), and in need of healthcare services (82%).
- Although resources that help address barriers to learning are reported as not adequately available in many schools, the largest disparities based on school poverty levels are in access to fiction and nonfiction books at home (69% of educators in high-poverty vs. 20% in low-poverty schools say these are not adequately available), and family involvement in student learning (68% vs. 18%).