The Road to Racial Justice in Education Continues with 1619 Pilot
Balsz School District, AZ
Student population: 2,3oo | Government type: School District | Topic: Anti-racist curriculum
Photo: School Library Journal
The Program
Starting in 2015, The Balsz School District in Arizona embarked on significant racial equity work to disrupt the school-to-prison pipeline and ensure that students of color can thrive in school. The School District collected data on school discipline, reformed disciplinary practices, established resource centers, and--most recently--launched a revised curriculum pilot that incorporates materials from the 1619 Project, an effort to teach the history of slavery in America and how it has shaped our political, social, and economic institutions. The Balsz School District has moved forward with the pilot despite a ballooning backlash from conservative leaders against teaching critical race theory (CRT) in schools.
In 2015, School Board Member Channel Powe started advocating for access to school discipline data, paving the way for potential reform in school discipline policy. In particular, Board Member Powe asked the school district’s central office to provide disaggregated student discipline data including grade, ethnic and racial background, cited offense and any subsequent punishment. This data is crucial for understanding whether schools were disparately punishing students of color, thereby oftentimes feeding students into juvenile and criminal legal systems through what is commonly referred to as the “school-to-prison pipeline.”
Analysis of the data that was collected and released showed a significant rate of over suspension for Black and Native American boys. Schools also suspended third graders and middle schoolers at significant rates. The Board subsequently held a study session on the student discipline data. Board Member Powe used these findings to launch a multi-year effort to change district culture and policies in the district.
As national conversations about race intensified in 2017, the Board ramped up its efforts to center equity in its policies and governance. Over the course of the next four years, the Board took a series of steps to protect students of color, support educators and staff, and codify these efforts into a strategic plan.
Their efforts included:
A resolution standing against hate and bigotry where they committed: “to fostering a school environment that promotes respect for and curiosity related to all cultures; reject all forms of bullying and discrimination of families of all backgrounds, regardless of race, religion, immigration status, sexual orientation, or any other category or status” and committed “to instituting district-wide policies that promote safe campuses free from all forms of bullying, discrimination and violent acts.”
The Board also designated Campuses As Safe Zones and Resource Centers for Students and Families to protect immigrant students and discourage ICE from conducting immigration enforcement in the district.
Opened the first restorative justice center in the state, as a pilot program in partnership with the West Coast Mennonite Central Committee. The center developed and conducted restorative justice seminars for district educators and curriculum directors.
The board signed on to an Equity Challenge - supported by the Arizona School Board Association (ASBA). The board charged the district to create an equity plan, make recommendations and issue an equity statement. This effort led to the development of a new role within the district--Social Emotional Academic Development Specialist.
The district adopted an MOU with Demand to Learn, an ACLU Arizona campaign, to increase student retention by eliminating practices that push them out of school or prevent enrollment.
The district introduced the School Safety Resolution in 2018 to address gun violence, discouraging school employees from carrying a gun, or having access to one in the classroom or work area.
In 2020, the school board passed three resolutions. The first two supported trauma responsive practices in the district and a commitment to Black Students and Black Lives. The third was in favor of the city establishing a civilian review board for the Phoenix Police Department.
The district worked with an outside consultant to provide professional development for culturally responsive teaching, implicit bias training, and trauma responsive training to better deal with adverse childhood experiences.
The board also hired a new superintendent - a Black woman specializing in urban education with a deep commitment to equity. Now, fifteen percent of the Board’s evaluation criteria focuses on equity and the superintendent’s ability to recruit a more diverse teaching staff.
In 2020, the board took a step back to assess actual outcomes - and designed the next phase of their strategic plan, Believe in Balsz. The plan included four guiding principles: inclusivity, responsiveness, restorative approach, and gifted students. The board sought to ensure educators'’ commitment to equity and that the district’s policies and infrastructure recognize the diversity of the student population. For example, the district now supports a wider range of religious holidays.
Finally, as part of the commitment to equity, the board and Superintendent launched a 1619 curriculum pilot as part of a new district-wide research-based curriculum for African American studies in partnership with the Pulitzer Center. A central priority is to ensure all students learn about the profound impact slavery has had on African Americans and BIPOC people in our society, and how it permeates systemic racism today.
Collaborative Governance
Traditionally, Balsz has struggled with systemic realities that prevent community engagement: language barriers, many residents work multiple low-paid jobs to make ends meet, and a lack of childcare infrastructure.
However, the tragic murder of George Floyd in the summer of 2020 proved to be a catalyst for Balsz. The board held a hybrid meeting at the community center to facilitate conversation with the community about potential steps in response. At the middle school, neighbors showed up to support efforts to center racial equity; they demonstrated and created murals on the side of the buildings. The board then invited engaged community members to the 1619 project presentation to learn more about the effort and to build broader support. The shift was an important step for ongoing community engagement and support for the district.
The board hopes to improve virtual tools and provide additional information in Spanish and other languages to encourage ongoing engagement.
Emphasis on equity
The Balsz school district serves a community that is 65% Latino, 21% Black, and 6% Native American. As the data collected by the district demonstrated, Black students were disproportionately disciplined, which often pushes students into the school-to-prison pipeline. The board’s efforts to introduce restorative justice practices aims to reduce these racial disparities.
Moreover, US schools frequently utilize resources and materials that are white ethnocentric. Study after study shows that students perform better when curriculum content relates to their experience, and when classroom leadership reflects the student body. Students benefit from this narrative diversity and an inclusive learning environment.
The board is committed to their strategic plan that centers racial equity and the various initiatives to protect students, improve academic achievement, reduce bias in the classroom and ensure all students have the tools they need to succeed and thrive.
Analysis
Preemption: In July 2021, Arizona enacted a law prohibiting local governments from teaching what has been referred to as “critical race theory.” In November 2021, the Arizona Supreme Court struck down the law for violating a provision of the state constitution requiring individual bills to encompass a single subject. Because the law was struck down on procedural grounds, it is possible that the Arizona legislature will try in a future legislative cycle to prevent local school districts from teaching, for example, material from the 1619 Project.
Local government dynamics: The board was split on the urgency of the issue and uncertain as to the extent of the problem until data offered a compelling picture of the disproportionate impact discipline measures for minority student populations.
Last updated: December 9, 2021
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