As schools close in order to contain the spread of COVID-19, some students are in a better position to continue learning from home than others. Even when students aren’t grappling with the fallout of a pandemic, they face disparities in their educational experiences and opportunities because of differences in family income; differences in racial, ethnic, and other important demographic characteristics; and differences in access to technology. Some state and local education leaders are proactively adopting culturally responsive practices to dismantle social and institutional barriers that inhibit student success.
For this episode of On the Evidence, a principal and an education researcher share insights from research and the field on implementing culturally responsive practices. Our guests are the following:
- George Guy Jr., who has spent more than 20 years in education, currently serves as the principal of Rosa International Middle School in Cherry Hill, New Jersey, and has helped lead efforts to identify and employ culturally responsive practices in his district and beyond.
- Steven Malick is an education researcher at Mathematica who spent nearly a decade as a middle school math teacher and coach of new teachers.
Listen to the full episode below.
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Show notes
For more information on improving educational equity through culturally responsive practices in schools, check out this free four-part webinar series conducted by the Regional Educational Laboratory Mid-Atlantic at Mathematica.
Want a quick primer on using culturally responsive practices in education? The Regional Educational Laboratory Mid-Atlantic at Mathematica has a four-page fact sheet.
