These resources support the evidence-based strategies explored in ‘Curriculum planning for every student in every classroom’ (AC00180) professional learning.

We aim to reduce the impact of disadvantage by ensuring the delivery of high-quality and equitable education for all students. (NSW Department of Education 2022).

‘...existing inequities are most likely to disadvantage those least likely to question or object, we have a responsibility as educators to redouble our efforts to make equity more than a myth’ (Masters, 2021).

How do we ensure every student receives a high-quality, equitable education?

Understanding equity in education

Research article – Sahlberg P (2022). ‘Understanding equity in education. Part 1: What is equity?’, Scan, 41(6): 4-7, accessed 31 March 2023.

‘…equity means that all students receive an education that enables them to realise their talents and fully participate in society in a way of their choosing.’ (Sahlberg, 2022:6)

Research overview

Pasi Sahlberg, UNSW Gonski Institute for Education, surveyed 2000 adults in 2020. Equity was considered by 9 out of 10 adults to be a priority in Australian education.

How can school leaders develop a culture to improve equitable outcomes for students?

Key points

The author proposes a need for a new definition of equity in education if we are to achieve the equity and excellence goal agreed to in the Alice Springs (Mparntwe) Declaration (2019). Equality is not a synonym for equity. ‘Equality of opportunity, when combined with gross inequality of outcome, is the worst possible recipe for a harmonious society’ (Lipsey 2014 cited in Sahlberg 2022:6).

Equitable education means ‘students from different social groups will achieve similar average outcomes, and a similar range of variation in these outcomes’, independent of their gender, background, or location. Equitable education does not mean all students achieve the same educational outcomes. School leaders monitor and assess progress towards more equitable educational outcomes for students in their setting.

Schools alone cannot fix inequities in education. However, international evidence suggests that we can reduce the negative correlation between social disadvantage and student achievement. Equitable education is a moral imperative and schools must take steps to address the factors within their sphere of influence.

Professional discussion and reflection prompts

1. As a leader, how do you identify and understand the equity-related issues impacting student outcomes? Which issue has the most impact in your context?

2. How do teacher pedagogical choices and selection of teaching and learning resources support equitable outcomes for the full range of students? (see Resource – Diversity, inclusion and representation: Resourcing the curriculum)

3. How might you deepen understanding of inclusive curriculum planning principles to improve practice and support more equitable outcomes for students?

Equity and data-driven decision-making

• Research article – Datnow A (2017, August 29) ‘Opening or closing doors for students? Equity and data-driven decision-making [Paper presentation]. Research Conference 2017 – Leadership for Improving Learning – Insights from Research, accessed 17 April 2023.

'...thoughtful data-use practices can expand students’ opportunities to learn, whereas misinformed use of data can limit their opportunities.’ (Datnow, 2017)

Research overview

Data-driven decision-making is a key pillar of educational reform initiatives across the globe.

How can school leaders consolidate a culture where data-driven decision-making challenges assumptions and supports more equitable outcomes for students?

Key points

Data use can be an important lever for achieving equity. However, data use practices can act as an obstacle or a facilitator to achieve equity goals. School leaders play a critical role in shaping how and why data informs decision-making.

Using student characteristics to explain achievement data can confirm assumptions and reinforce a culture of low expectations and stereotypes. School leaders have a responsibility to carefully frame professional conversations about student achievement. This helps to develop a culture that challenges existing assumptions about student learning. A focus on continuous improvement often leads to consideration of a broader range of data that can create a more complete picture of student learning.

Thoughtful use of data can inform flexible grouping, expand opportunities, and promote student growth. Increased use of data doesn’t automatically guarantee equitable outcomes for students; equity needs to be an explicit goal of school improvement and data use efforts.

Professional discussion and reflection prompts

1. As a leader, how will you guide data-informed conversations that consider student strengths and support equitable outcomes for students?
2. What data is used, or could be used, to measure impact and quantify equitable student outcomes?
3. How will you develop a culture that challenges existing assumptions and reinforces high expectations about achievement for the full range of students? (see Resource: Understanding equity in education)

Professional learning

• Curriculum planning for every student in every classroom professional learning in MyPL