School inequity has become a matter of significant societal concern, as it plays a determining role in the success of students' education in the United States. Given the increasing diversity of the student population, it is essential for learning institutions to dismantle the racist forces that exist in society in order to include all students. The reason for this is that structural racism impacts students in all aspects of life, including the academic arena, which is vital in building their socio-emotional and character competencies for individual success. The experiences of inequity in schools can range from segregated educational systems for minority students to fewer learning resources and limited access to educational expenditures for black students. Given the numerous challenges posed by practices of inequities in schools on students and society as a whole, it is imperative to address this issue to enhance learners' economic and social development. This will help students to have equal opportunities to acquire educational skills, despite their personal and socio-economic differences. By implementing an inclusive school environment, adequate resource allocation, and various policies, schools can take a step forward in addressing school inequity in America.

Creating an Inclusive School Environment

Schools should strive to create an inclusive space for all students to make them feel comfortable when expressing their views. Educational facilitators should educate students on the consequences of labeling, personal attacks, and engaging in hostile interactions, so that those who violate the agreed-upon terms can be held accountable for their actions. Additionally, it is critical to teach the importance of respect in order to promote productive conversations and preserve individual dignity, enabling students to respond to each other appropriately (Goldberg et al., p20). For teachers, prioritizing the establishment of positive teacher-student relationships can help identify struggling students and support them in their academic performance. By accommodating individual students' differing identities, barriers that prevent them from achieving higher learning skills can be eliminated. An inclusive environment ensures a personalized educational response, rather than requiring students to fit into the system. This calls for teachers to adopt different teaching strategies that effectively match the student's capabilities.

Allocating Adequate Learning Resources

Remote students have limited educational opportunities compared to those in urban schools. This is because education authorities tend to overlook their outcomes due to the finite size of their population. As a result, fewer learning resources and funds are allocated to them, and more are given to larger schools to promote positive change for many students (Kopp, p.734). The limited resources disrupt a student's performance due to poor learning environments. Therefore, addressing this inequity would require policymakers to distribute funds based on the student's needs, ensuring that all students can access excellent learning environments and educational opportunities. Funding systems should be equitable and target significant schools with high concentrations of low-income families and minority students (Ainscow, p8). It is arguable that a well-funded school system influences the day-to-day learning activities of students, as it can be used for hiring and retaining well-trained teachers who offer high-quality educational support.

Implementing Policies That Promote Equity

Enacting educational policies that promote a comprehensive understanding of diversity can help mitigate inequity in schools. Students come from diverse backgrounds with varying cultural practices that may impact their learning and relationships with others. Often, schools do not involve minority parents in discussions due to several economic and social reasons. Hence, policies should ensure that schools prioritize communication with parents and communities to balance school and parental efforts in shaping students' academic lives (Aleman, p734). The majority of educational systems struggle to provide education to groups considered challenging to reach, such as minorities who experience high group out rates and massive poverty levels. Effective strategies should target parents and students from minority backgrounds to encourage communities to support learning activities.

Inequities in the school system lead to a widening learning gap, resulting in disparities in educational attainment as students may have limited access to learning opportunities, as argued by (Nielsen, p7). The government can help mitigate school inequities that lead to high school dropout rates among disadvantaged students by providing educational incentives, housing, and welfare to enhance students' success. Finally, to improve equity in the classroom, teachers should utilize formative, diagnostic tools, and assessments to measure and monitor students' progress, considering that students have varying learning abilities. Assignments should reflect a student's culture to engage them in learning and nurture their identities effectively.

Sources Cited

Ainscow, M. (2020). International Experiences for Promoting Inclusion and Equity in Education. Nordic Journal of Studies in Educational Policy, 6(1), pp.7-16.

Aleman, J. (2007). Racial Inequity in Texas School Finance Policy through a CRT Framework: Analyzing “Substantially Equal”. Educational Administration Quarterly, 43(5), pp.525-558.

Goldberg, J. S., & Cole, B. R. (2002). Achieving Excellence and Equity in Student Performance through Quality Management in Education. Quality Management Journal, 9(4), pp.8-22.

Kopp, W. (2008). Advancing the Movement to End Educational Inequity. Phi Delta Kappan, 89(10), pp.734-736.

Nielsen, N. (2013). The Big Picture: Education, Equity, and Its Impact. Issues in Science and Technology, 29(3), pp.7.

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References

Ainscow, M. (2020). Insights from International Experiences for Promoting Inclusion and Equity in Education. Nordic Journal of Studies in Educational Policy, 6(1), 7-16.

Aleman, J. (2007). Positioning Texas School Finance Policy within a CRT Framework: The Adverse Impact of “Substantially Equal”. Educational Administration Quarterly, 43(5), 525-558.

Goldberg, J. S., & Cole, B. R. (2002). Enhancing Excellence and Equity in Student Performance via Quality Management in Education. Quality Management Journal, 9(4), 8-22.

Kopp, W. (2008). Nurturing the Movement towards Eliminating Educational Inequities. Phi Delta Kappan, 89(10), 734-736.

Nielsen, N. (2013). A Comprehensive Perspective on Education, Equity, and Their Implications. Issues in Science and Technology, 29(3), 7.