Lodi Unified's 'Equity Initiative'

Hard questions about a controversial venture

Race is a delicate subject, especially in Lodi. Despite strides in recent years by leaders of the Breakthough Project and others, the historical perception of Lodi is not one, shall we say, of particular tolerance.

That backdrop, though, shouldn't mute honest discussion of programs that affect our schools and children.

We believe such a discussion is needed regarding the so-called Equity Initiative in Lodi Unified. This represents a multi-year effort to build cultural/ethnic sensitivity among teachers in Lodi Unified.

The hope: Greater rapport among teachers will help Hispanic and African-American children succeed.

The goal is admirable. The means, though, give us pause.

Noteworthy is the recent showing of a video called "Mirrors of Privilege: Making Whiteness Visible." The video includes whites discussing institutional and overt racism. District officials say the point was to make teachers aware of race and how it affects learning.

It may have backfired.

Some teachers we've talked to say the video made them feel guilty. Others, who say they've devoted an entire career to help all students, including those of color, felt downright insulted.

In Lodi, we've endured various educational ventures that ultimately proved misguided. On this list is the Concept 6 year-round schedule, whole language, new math and bilingual education.

So call us respectful skeptics.

Here are questions we believe should be answered about the Equity Initiative:

• Where has it proven successful and what are the data supporting that success?

• How much in terms of both time and money is being spent on this?

• What are the benchmarks that will measure the effectiveness of this effort in Lodi?

• If the teaching staff is insensitive to race and cultural issues, why have so many Asian students in Lodi Unified and elsewhere ascended without the benefit of such an initiative?

• By focusing on race and culture, does the district run a risk of alienating teachers and creating a distraction that's ultimately counterproductive?

• In examining data on the so-called "achievement gap," has the district been rigorous enough to conclude that ethnic insensitivity among teachers is an important factor? What about other traditional predictors of achievement, such as English fluency or parents' education level?

District administrators are diligent and determined. They're under intense pressure to raise test scores and achievement, especially among underperforming subgroups.

We are asking much of them.

We would be derelict as parents and taxpayers, though, if we did not ask hard questions of them, too.

We hope this editorial will help frame a clear and candid dialogue on the Equity Initiative. We're grateful to Mark Colonico, the district's director of curriculum instruction and assessment, for his comments appearing elsewhere on this page.

We pledge ample space to further responses district leaders care to provide.

— The Lodi News-Sentinel.