[1] Simón C., Barrios Á., Gutiérrez H., Muñoz Y. Equidad, Educación Inclusiva y Educación para la Justicia Social. ¿Llevan Todos los Caminos a la Misma Meta? Revista Internacional De Educación Para La Justicia Social. 2019;8:17. doi: 10.15366/riejs2019.8.2.001.
[2] Hatch T., Hill K., Roegman R. Instruction, equity, and social networks in district-wide improvement. J. Prof. Capit. Commun. 2019;5:72–91. doi: 10.1108/JPCC-07-2019-0018.
[3] Maloney T., Hayes N., Crawford-Garrett K., Sassi K. Preparing and supporting teachers for equity and racial justice: Creating culturally relevant, collective, intergenerational, co-created spaces. Rev. Educ. Pedagog. Cult. Stud. 2019;41:252–281. doi: 10.1080/10714413.2019.1688558.
[4] Center for Education Policy Analysis. Stanford University. https://cepa.stanford.edu/topic-areas/educational-equity
[5] Coleman, V. & Kimitto, S. “Educational Equity: Identifying Barriers and Increasing Access.” American Institutes for Research. Retrieved from https://www.air.org/sites/default/files/downloads/report/Equity.pdf
[6] “Definitions of Key Terms.” National Association for the Education of Young Children. Retrieved from https://www.naeyc.org/resources/position-statements/equity/definitions
[7] “Putting and Keeping Equity at the Center in Education: During COVID-19 and Beyond” Mid-Atlantic Equity Consortium. Retrieved from https://maec.org/resource/putting-and-keeping-equity-at-the-center-in-education-during-covid-19-and-beyond/
[8] “Striving to achieve equity is integral to WestEd’s mission.” WestEd. Retrieved from https://www.wested.org/equity/
[9] “Equity.” National School Board Association. Retrieved from https://www.nsba.org/Advocacy/Equity
[10] (Feb 2018) “States Leading for Equity: Promising Practices Advancing the Equity Commitments.” Council of Chief State School Officers. Retrieved from https://www.ccsso.org/sites/default/files/2018-02/States%20Leading%20for%20Equity%20Online.pdf
[11] “Head Start Promise.” National Head Start Association. https://nhsa.org/
[12] Darling-Hammond, L. (2018). “Kerner At 50: Educational Equity Still a Dream Deferred.” Learning Policy Institute. https://learningpolicyinstitute.org/blog/kerner-50-educational-equity-still-dream-deferred?gclid=Cj0KCQjwnP-ZBhDiARIsAH3FSRclVDF1lbBEbLSfiqgdc6sTW-gYRb8PtSn4YQdCiYB4mXxsVcI7KsYaAstpEALw_wcB
[13] (23 Aug 2022) “Adverse Childhood Experiences.” National Conference of State Legislatures. Retrieved from https://www.ncsl.org/research/health/adverse-childhood-experiences-aces.aspx
[14] “NAFSCE Policy Work.” National Association for Family, School, and Community Engagement. Retrieved from https://nafsce.org/page/PolicyCouncil
[15] Image from Medium https://medium.com/@CRA1G/the-evolution-of-an-accidental-meme-ddc4e139e0e4
[16] “Family Engagement Defined.” NAFSCE National Association for Family, School, and Community Engagement. Retrieved from https://nafsce.org/page/definition
[17] Bodenhausen, N. & Birge. “Family Engagement Toolkit: Continuous Improvement Through an Equity Lens.” WestEd and California Department of Education. Retrieved from https://www.wested.org/resources/family-engagement-toolkit/
[18] National Center on Safe Supportive Learning Environments at American Institutes for Research. Retrieved from https://safesupportivelearning.ed.gov/training-technical-assistance/education-level/early-learning/family-school-community-partnerships
[19] “The Biggest Blind Spot in Education: Parents’ Role in Their Children’s Learning” https://www.the74million.org/article/the-biggest-blind-spot-in-education-parents-role-in-their-childrens-learning/?utm_source=substack&utm_medium=email
[20] Fan, X. & Chen, M. (2001). Parental involvement and students’ academic achievement: A meta-analysis. Educational Psychology Review, 13(1), 1-22.
[21] Hong, S. & Ho, H. Z. (2005). Direct and Indirect Longitudinal Effects of Parental Involvement on Student Achievement: Second-Order Latent Growth Modeling Across Ethnic Groups. Journal of Educational Psychology, 97(1), 32
[22] York, B. N., Loeb, S., & Doss, C. (2019). One step at a time the effects of an early literacy text-messaging program for parents of preschoolers. Journal of Human Resources, 54(3), 537-566.
[23] Sheldon, S. B. (2007). Improving student attendance with school, family, and community partnerships. The Journal of Educational Research, 100(5), 267-275.
[24] Rumberger, R. W. (2012). Dropping out: Why students drop out of high school and what can be done about it. Harvard University Press.
[25] Jurado de los Santos, P., Moreno-Guerrero, A. J., Marín-Marín, J. A., & Soler Costa, R. (2020). The term equity in education: A literature review with scientific mapping in Web of Science. International Journal of Environmental Research and Public Health, 17(10), 3526.
[26] Board Policy No. 0535. “Race and Equity.” Tukwila School District. Retrieved from https://aasb.org/wp-content/uploads/TSD-Race-and-Equity-Policy-U.pdf
[27] Rutgers University Survey. Retrieved from https://www.newamerica.org/education-policy/reports/learning-at-home-while-underconnected/conclusion
[28] Perrin, A. (2022, May 11). Mobile Technology and Home Broadband 2021. Pew Research Center: Internet, Science & Tech. Retrieved September 3, 2022, from https://www.pewresearch.org/internet/2021/06/03/mobile-technology-and-home-broadband-2021/
[29] Pew Research Center. (2021, November 23). Mobile internet fact sheet. Pew Research Center: Internet, Science & Tech. Retrieved September 3, 2022, from https://www.pewresearch.org/internet/fact-sheet/mobile/
[30] Smith, Aaron. “U.S. Smartphone Use in 2015.” Pew Research Center: Internet, Science & Tech, Pew Research Center, 25 Aug. 2020, https://www.pewresearch.org/internet/2015/04/01/us-smartphone-use-in-2015/.
[31] “Census Bureau Reports at Least 350 Languages Spoken in U.S. Homes.” (2015). US Census Bureau. Retrieved from https://www.census.gov/newsroom/archives/2015-pr/cb15-185.html
[32] Doss, C., Fahle, E. M., Loeb, S., & York, B. N. (2019). More than just a nudge: supporting kindergarten parents with differentiated and personalized text messages. Journal of Human Resources, 54(3), 567-603.
[33] Jin, S., Kim, P, Tran, D., Truong, G., & Welch, T. (2020). “Can we reimagine schooling together? Three approaches for creating justice WITH our communities.” https://medium.com/@apiaedleaders/equity-in-re-opening-schools-bcbfb9f85de5
[34] (2019) “New Report Calls for a National System to Measure Equity in Education, Identify Disparities in Outcomes and Opportunity.” National Academies. https://www.nationalacademies.org/news/2019/06/new-report-calls-for-a-national-system-for-measuring-equity-in-education-identifying-disparities-in-outcomes-and-opportunity
[35] OECD (2006), Education at a Glance 2006: OECD Indicators, OECD Publishing, Paris, https://doi.org/10.1787/eag-2006-en
[36] National Assessment of Educational Progress. (2019) Retrieved from https://www.nationsreportcard.gov/reading?grade=4
[37] Dorn, E., Hanco*ck, B., Sarakatsannis, J., & Viruleg, Ellen. “COVID-19 and education: The lingering effects of unfinished learning.” McKinsey & Company, 27 July 2021. Retrieved from https://www.mckinsey.com/industries/education/our-insights/covid-19-and-education-the-lingering-effects-of-unfinished-learning
[38] “Equity Mindedness.” USC Center for Urban Education. https://cue.usc.edu/equity/equity-mindedness/
[39] “Seizing the Moment: Race Equity Mindsets, Social and Emotional Well-Being, and Outcomes for Students.” Regional Educational Laboratory at WestEd. https://ies.ed.gov/ncee/edlabs/regions/west/relwestFiles/pdf/Seizing_the_Moment_Participant_Webinar_Slides_508.pdf
[40] (29 Oct 2018) “An Asset-Based Approach to Education: What It Is and Why It Matters” https://teachereducation.steinhardt.nyu.edu/an-asset-based-approach-to-education-what-it-is-and-why-it-matters/
[41] (4 Aug 2021) “Why We Don’t Use the Term ‘Learning Loss.’” City Year. https://www.cityyear.org/national/stories/education/why-we-dont-use-the-term-learning-loss/.
[42] Berger, Ron. “Our Kids Are Not Broken.” The Atlantic, Atlantic Media Company, 20 Mar. 2021, https://www.theatlantic.com/ideas/archive/2021/03/how-to-get-our-kids-back-on-track/618269/.
[43] Dee, T. S. (2004). Teachers, race, and student achievement in a randomized experiment. Review of economics and statistics, 86(1), 195-210.
[44] Gershenson, S., Hart, C. M., Hyman, J., Lindsay, C., & Papageorge, N. W. (2018). The long-run impacts of same-race teachers (No. w25254). National Bureau of Economic Research.
[45] New England Secondary School Consortium Task Force on Diversifying the Educator Workforce. (2020) “INCREASING THE RACIAL, ETHNIC, AND LINGUISTIC DIVERSITY OF THE EDUCATOR WORKFORCE: A CALL TO ACTION FOR LEADERS.” Retrieved from https://www.greatschoolspartnership.org/wp-content/uploads/2020/12/DEW-FINAL-REPORT-12_20_r.pdf
[46] Education Development Center (2020). “3 Ways Schools Can Support Racial Equity.” Retrieved from https://www.edc.org/3-ways-schools-can-support-racial-equity
[47] Institute of Educational Sciences, Regional Educational Laboratory Northeast & Islands. (2017) “Strategies for Designing, Implementing, and Evaluating Grow-Your-Own Teacher Programs for Educators.” Retrieved from https://ies.ed.gov/ncee/edlabs/regions/northwest/pdf/strategies-for-educators.pdf
[48] Institute of Educational Sciences, Regional Educational Laboratory Northeast & Islands. “Educator Diversity Matters.” Retrieved from https://ies.ed.gov/ncee/edlabs/regions/northeast/pdf/REL-NEI_Educator_Diversity_infographic.pdf
