<\/b>Equal educational opportunity requires that the quality of schooling provided to students be similar across schools. In particular, it would require that students in high poverty schools have access to teachers and principals of similar quality to those in schools serving more advantaged students.<\/b><\/p>\n

The Salt Lake City School District\u2019s current policy concedes that the schools serving disadvantaged students would need to have more \u2013or higher quality\u2014resources than the other schools to compensate for the educational disadvantages that children from disadvantaged families typically bring to the classroom (see 2010-2015 Student Achievement Plan: Equity and Advocacy).<\/p>\n

In the Salt Lake City School District, the highest concentration of the least experienced teachers are employed in the schools with the highest number of students of color, which is on the city\u2019s westside.<\/p>\n

Westside schools also face the highest rate of teacher turnover in comparison to that of eastside schools.<\/p>\n

Current data also suggest that the combination of inexperienced teachers and high teacher turnover in the city\u2019s westside schools has existed for many years.<\/p>\n

Disparities also appear in the funds allocated for teacher salaries. This is because the district\u2019s practice is to allocate to each school whatever funds are necessary to pay the teachers in each school. Since, on average, the teachers at schools with higher numbers of white students are more experienced, the amounts spent on teacher salaries in eastside schools are greater. By contrast, in schools with the greater number of students of color, less money is allocated for teacher salaries.<\/p>\n

These disparities result in large part from the district\u2019s current teacher assignment system. The effect of this system is that, over time, inexperienced teachers are allowed to amass in westside schools at the expense of student achievement.<\/p>\n

On February 2, 2013, The Equity and Excellence Commission<\/span><\/b> delivered their report to the U. S. Secretary of Education. The report is titled: For Each And Every Child, A Strategy For Education Equity And Excellence<\/b>. On page 25, the report states the following:<\/p>\n

\u201c\u2026accountability should be transparency and progress toward the equitable distribution of highly effective, well-qualified teachers across districts and schools as a condition of federal funding<\/b>. Implementation must be thoughtful and result in retaining great teachers in the schools and subjects where they are most needed\u2026\u201d<\/i><\/p>\n

They go on to state that districts should:<\/p>\n

\u201cEncourage effective teachers to teach in high-need schools<\/b> and communities with incentives and critical improvements in working conditions, and reverse the disincentives to take on the biggest educational challenges facing the neediest children\u2026\u201d<\/b><\/i><\/p>\n

And:<\/p>\n

\u201cTake all necessary measures to distribute highly effective teachers so that each student can get the help he or she needs to succeed.<\/b> These measures should include pay incentives,<\/b> targeted professional development and better working conditions and support in schools with the most need,<\/b> and federal and state accountability and data-reporting systems to ensure that states and districts develop sustainable systems to close the teacher-quality gap<\/b>.\u201d<\/i><\/p>\n

<\/b>By maintaining the current teacher distribution system in its present form, and refusing to discuss it on the school board level, I contend, the district is in violation of Title VI of the Civil Rights Act of 1964 and implementing regulations.<\/b><\/p>\n

Title VI, 42 USC \u00a7 2000d<\/b>, provides:<\/p>\n

No person in the United States shall, on the ground of race, color, or national origin, be excluded from participation in, be denied the benefits of, or be subjected to discrimination under any program or activity receiving Federal financial assistance.<\/b><\/p>\n

Implementing regulations, 34 CFR \u00a7 104.4<\/b>, state:<\/p>\n

(1)\u00a0\u00a0 A recipient under any program to which this part applies may not, directly or through contractual or other arrangements, on ground of race, color, or national origin:<\/p>\n

(i) Deny an individual any service, financial aid, or other benefit provided under the \u00a0\u00a0program;<\/p>\n

(ii) Provide any service, financial aid, or other benefit to an individual which is different, or is provided in a different manner, from that provided to others under the program;…<\/p>\n

(iv) Restrict an individual in any way in the enjoyment of any advantage or privilege enjoyed by others receiving any service, financial aid, or other benefit under the program;…<\/p>\n

(vi) Deny an individual an opportunity to participate in the program through the provision of services or otherwise or afford him an opportunity to do so which is different from that afforded others under the program….<\/p>\n

(2) A recipient, in determining the types of services, financial aid, or other benefits, or facilities which will be \u00a0provided \u00a0under any\u00a0 such program, or the class of individuals to whom, or the situations in which, such services, financial aid, other benefits, or facilities will\u00a0 be provided under any such program, or the class of individuals to be afforded an opportunity to participate in any such program, may not, directly or through contractual or other arrangements, utilize criteria or methods of administration which have the effect of subjecting individuals to discrimination because of their race, color, or national origin, or have the effect of defeating or substantially impairing accomplishment of the objectives of the program as respect individuals of a particular race, color, or national origin….<\/p>\n

(6)(i) In administering a program regarding which the recipient has previously discriminated against persons on the ground of race, color, or national origin, the recipient must take affirmative action to overcome the effects of prior discrimination….<\/p>\n

I affirm, that Title VI and implementing regulations prohibit the Salt Lake City School District from denying any service or benefit to students on the basis of race, color, or national origin; providing these students with services or benefits that are different from those provided to others; or restricting these students in their enjoyment of any advantages made available to other students.\u00a0<\/b><\/p>\n

In conclusion, I echo the sentiments of former Secretary of State Condoleezza Rice: “Let me ask you, though, today, when I can look at your zip code and can tell whether you are going to get a good education -\u2013 can I really say that it doesn\u2019t matter where you came from, it matters where you are going? The crisis in K-12 education is a grave threat to who we are\u2026<\/i> <\/i>This is the civil rights struggle of our day\u201d.<\/i><\/p>\n

Over the years, the superintendent and my predecessors have produced and sustained a caste system of public education that allocates educational opportunity based on wealth and privilege, rather than on student or community needs.<\/p>\n

When brought to their attention, they refused to put in place a system-wide mandate to \u201cclose the teacher quality gap\u201d<\/b> that exist within our district. Rather, they chose to reinforce the bureaucracy that allows students of color to continually be assigned chronically inexperience teachers.<\/p>\n

The simple truth is, the Salt Lake City School District cannot fulfill its mission if students growing up in poverty and students of color continue to be disproportionately taught by inexperienced, teachers.<\/p>\n

These manifestly unequal opportunities make a mockery of our school board\u2019s stated commitment to equal opportunity and rob our children of their very futures.<\/b><\/p>\n

Consequently, I submit these allegations for your review, consideration, and enforcement.<\/p>\n

Shalom,<\/p>\n

 <\/p>\n

J. Michael Cl\u00e1ra<\/p>\n

Board Member<\/b><\/p>\n

District 2<\/b><\/p>\n

cc:<\/b> Open Letter<\/span><\/p>\n

<\/b>Enclosures:<\/b> School Board Agenda: 19 February 2013<\/p>\n

Salt Lake City School District, Teacher Effectiveness Data<\/p>\n

Salt Lake City School District 2010-2015 Achievement Plan<\/p>\n

Letter to Board President: Disparities in Teacher Staffing<\/p>\n

 <\/p>\n

 <\/p>\n","protected":false},"excerpt":{"rendered":"