As educators, community members, and/or parents we all play a role in disrupting problematic school practices. In this final assignment you will identify one problematic practice in education and, (1) describe the problem (historical context), (2) explain why it is harmful to students, and (3) offer solutions. The assignment will be written in the form of a letter to a school principal or school board. You must use at least 3 reputable sources, such as, academic articles, books, news articles, and/or data, to support your argument. I provide a few examples of topics you may choose (see below) but you may choose any topic that interests you. The strongest letters focus on one specific issue/problem. If you have questions about your topic you can email me or we can discuss. Please refer to the rubric to earn full points for the assignment. To see a sample of a well-written letter you will find one in Canvas under “course documents.”
Letter Format
Top, right: First and Last name
First line: Dear Principal or Dear School Board
Body: Single-spaced
Font: 12 point
Margins: 1” all sides
Problematic practices (that perpetuate inequality) in education:
Thanksgiving celebrations where children dress up as pilgrims and Native Americans (grades pre-kinder—1st)
School tracking: Tracking students into general/remedial and honors/AP courses (grades K-12)
Tracking/pushing students of color into vocational education (versus college-track).
Overrepresentation of students of color in special education
Under representation of students of color in gifted, honors, and AP classes
Lack of school counselors (especially in school districts serving low-income, students of color)
Lack of mental health professionals (especially in school districts serving low-income, students of color)
Underrepresentation of teachers of color OR teachers with disabilities OR teachers who identify as LGBTQ+
White-centered and/or, male-centered and/or, hetero-centric curriculum
Police or Military presence on campus (especially in school districts serving low-income, students of color)
Limited or surface-level inclusions of diversity such as multicultural potlucks
Absence of bilingual education (and/or absence of qualified bilingual educators)
Absence of support or resources for students who are undocumented
Punitive disciplinary practices (especially against low-income, students of color)
Heteronormative schooling practices (e.g., school dances, sports, bathrooms…)
Criteria Ratings Pts
This criterion is linked to a Learning Outcome Part 1: What is the problem? What is the historical context?
8.0 pts
Accomplished
• Accurately identifies a problematic practice in education. • Provides historical background. • References reputable sources, such as course readings.
6.0 pts
Developing
• Mostly identifies a problematic practice in education. • Provides historical background. • References reputable sources, such as course readings.
4.0 pts
Beginning
• Attempts to identify a problematic practice in education. • Provides historical background. • References reputable sources, such as course readings.
8.0 pts
This criterion is linked to a Learning Outcome Part 2: How does the problem harm/negatively affect students?
8.0 pts
Accomplished
• Thoughtfully explains why and how the problematic practices is harmful to students. • Answers questions such as: How does the practice reinforce inequalities in education? How does the practice perpetuate institutional oppression? • Uses outside research and/or references to support the argument. • Provides clear examples
6.0 pts
Developing
• Provides a largely thoughtful explanation of the ways the practice is problematic and harmful to students. • Seems to answer questions such as: How does the practice reinforce inequalities in education? How does the practice perpetuate institutional oppression? • Uses outside research and/or references to support the argument. • It mostly provides clear examples.
4.0 pts
Beginning
• Somewhat thoughtfully explains why and how the problematic practices is harmful to students. • Some attempt to answers questions such as: How does the practice reinforce inequalities in education? How does the practice perpetuate institutional oppression? • Uses some outside research and/or references to support the argument. • Provides clear examples.
8.0 pts
This criterion is linked to a Learning Outcome Part 3: What are the solutions? What can we do to end or change this practice?
8.0 pts
Accomplished
• Provides thoughtful, relevant solutions. • Supports ideas with outside research, data, or relevant experiential knowledge. • Identifies several, specific resources for school principals or board members (such as books, websites, news articles, films…).
6.0 pts
Developing
• Provides mostly thoughtful, relevant solutions. • Supports ideas with outside research, data, or relevant experiential knowledge. • Identifies a couple of relevant resources for school principals or board members (such as, books, websites, news articles, films…).
4.0 pts
Beginning
• It provides somewhat thoughtful, and relevant solutions. • Supports ideas with outside research, data, or relevant experiential knowledge. • Identifies at least one relevant resource for school principal or board member (such as books, websites, news articles, films…).
Sample Solution