The National Equity Standards
8. The entire learning curriculum is available to all students through comprehensive, individualized planning and course selection
- Students are integrated in all programs without regard to gender, race, disability, and/or national origin to enhance their potential for future success.
- Master schedules encourage gender fair enrollment (e.g., a traditionally female class is not scheduled at the same time as a traditionally male class).
- Computer technology is available to all students including equitable access to up-to-date equipment and software that is free of stereotyping and bias.
- Underrepresented groups are recruited and encouraged to enroll in advanced math, science, and technology courses and programs as well as other programs where gender imbalance exists (e.g., young men in family-related programs, advanced languages, etc.).
- Mentoring and support groups exist for students who enroll in non-traditional classes.
- All students have the opportunity to earn college credit and take advanced standing courses prior to graduation from high school.
- A career development process is available to help students identify traditional and nontraditional career options, understand occupational trend projections for high wage and high skilled careers, and to develop individualized educational and career plans.
- Support services exist, where needed, to ensure participation in educational programs (e.g., child care needs for teen parents; transportation needs for students without economic availability of personal transportation; tuition, textbooks, or tools for students who demonstrate financial need; and accommodations for learners with disabilities and second language learners).
Related Student-Content Standards: #2
- Students identify the relationship of changing demographics of the workplace related to gender and diversity to career planning, career decision-making, and realities in the workplace.
- Students describe the impact of gender role expectations on the development of life skills (e.g., punctuality, appropriate emotional expression, time management) and their importance in managing the dual roles of work and family.
- Students identify the benefits for both male and females in acquiring skills in math, science, technology, reading, and writing and the benefits of educational achievement for all students.
- Students identify the impact of socio-cultural roles and expectations in their decisions related to education, career planning, and course selection.
[#2 Within the construct of system-building standards there is specific content that addresses equity issues in a direct way with students. Where appropriate these content standards are presented. It is recommended that content standards related to equity be included in curriculum frameworks or courses of study. They are applicable across content areas and may be adapted for developmental appropriateness.]