Find the Equity Plan for your state here: 

  • Approved State Equity Plan

  • Educator Equity Profile

  • Equity Profiles Data

Resilience: ACES and PACE Score

At the ACTE Vision Conference in San Antonio, Twyler Earl presented information to the Administrative Division on Resilience.  Earl asked questions of the audience that not only raised an eyebrow, but raised the question "how does childhood effect adulthood?"


Click on these links to find out more information about Resilience and ACES/PACES.


an excerpt from "For Each and Every Child" - a report to the secretary from the Equity and Education Commission

Examples of Equity Efforts: Long Beach and New Haven

In California’s Long Beach Unified School District 61 (a predominantly minority district widely recognized for its achievement gains) teacher recruitment, development and evaluation work together to support equity for students. An extensive, long-term partnership with California State University, Long Beach has transformed teacher preparation into a site-based model like a medical residency. The partnership has also created model demonstration sites for engaging prospective teachers, veterans and university faculty in teacher development and collaborative research. Novice teachers are supported with an intensive mentorship program in their early years. Ongoing professional learning builds on this strong start and is integrated with a thoughtful and rigorous teacher evaluation system. 

From pre-service through in-service, teachers are evaluated on their performance in relation to the California Standards for the Teaching Profession.  Teachers and administrators in the district collaborate to set goals for student progress and improvements in teacher practice at the school level, as teams within departments or grade levels, and as individuals. Progress toward achieving these goals is monitored through self-evaluations and supervisory evaluations that include evidence from teacher observations, tests, continued studies, feedback from students and parents, students’ records and files demonstrating growth, action research and other sources. One of the benefits of this evaluation process is that it stimulates individual and collective learning. In addition, the most expert teachers are encouraged to take on the highest-need students. Because gifted veterans can often move such students forward the most, the students gain much more than they otherwise would. At the same time, other teachers assigned to classes with fewer high need students can experience greater success.

The district also creates explicit and ongoing opportunities for schools, departments and grade-level teams of teachers to review student work and test-score data of various kinds, to evaluate progress within and across classrooms, to discuss curriculum and teaching strategies, to problem-solve around the needs of individuals and groups of students, and to plan for improvements.

New Haven Public Schools 62 in Connecticut has also launched a comprehensive reform strategy—the School Change Initiative— to maximize New Haven’s potential as a city, demonstrate the community’s commitment to its children, grow the economy and cultivate a strong and skilled workforce. The goals of the initiative are to close the gap between the performance of New Haven students and the rest of the state within five years, cut the dropout rate in half and ensure that every graduating student has the academic ability and the financial resources to attend and succeed in college.

The district has developed specific strategies in three primary areas of focus: prioritization of high-needs schools, collaboration with the community and the cultivation of teacher and leader talent. Along with other efforts, the district is improving methods for recruiting, evaluating and developing its teachers and administrators. The new system includes formal recognition of high-performing teachers and administrators; linkage of teacher evaluation to student performance using multiple measures of student learning, as well as linkage to standards-based observations of classroom practice; removal of low-performing teachers within one school year if they don’t improve after fair evaluation and mentoring; regular and comprehensive feedback for administrators, with professional consequences depending on performance; and an external validation process for teachers receiving the highest and lowest rankings.