“Equity” on Trial? Reclaiming Equity In Education From A Principled Position
Words Matter. Is It Possible To Reclaim 'Equity' From A Corrupt Movement?
In recent years, the term "equity" has become a lightning rod for debate, sparking heated conversations in education, politics, and culture. Once a noble concept rooted in virtue and justice, equity is now misused, misunderstood, or wielded in ways that betray its original design. In this article, we will refer to this skeleton version of equity as “New Equity”, while holding fast to the ancient definition.
Below we explore how Equity has been misused and abused through multiple ideas associated with New Equity. Equity has its deeper origins in the Biblical Book of Proverbs, and restoring this word to its original intent in the cultural can offer a practical, transformative solution. Here’s how…
Defining The Terms
“Equity” isn’t—and doesn’t have to be—controversial. It is transformative when applied with wisdom, integrity, and transparent motives. The concept of “equity” finds its origins in ancient civilizations and even appears in the Bible as a principle for rulers to administer justice impartially while caring for the poor and widowed. Perhaps the degree to which New Equity has distorted its purported goals underscores the immense power that creating an equitable and just society can truly hold. They say “the shadow always proves the sunshine.” And in this case, they may be right.
Equity: A Working Definition
The principle of fairness and justice, aimed at creating opportunities that uplift everyone without diminishing others. Rooted in wisdom and integrity, equity is impartial, addresses individual needs and fosters excellence for all, ensuring each person has the tools to reach their potential.
New Equity
May prioritize appearances and immutable characteristics of a group over paradigms and substance. It may use blanket policies or measures that undermine excellence, ignore individual needs and achievements, and creates more division than opportunity.
Equity’s Ancient Origins
An ancient Proverb states the goal of being effective is “…to receive instruction in wise dealing, in righteousness, justice, and equity.”
Equity, as described here, is about uplifting everyone through right motives and justice. It’s about creating systems where each individual has the opportunity to thrive.
New Equity: An Idea Whose Time Has Come To An End
The following may seem controversial, but please know that I am aware of many who use these terms in good faith. The following have been used innocently to promote Equity, which is entirely admirable and supported. Other times they are not. Perhaps it is worth mentioning that those who misuse these for their own benefit are at fault - and not the terms themselves. Regardless, use wisdom and discretion to determine how and why you believe an author, speaker, or institution is using the following:
Anti-racism
Social justice
Standards-based grading
Critical theory
Diversity, Inclusion, & Equity
Culturally responsive
Again, use discernment. New Equity can prioritize appearances over substance and implements punitive measures instead of fostering systemic reform that uplifts everyone. Equity, however, demands thoughtful investment in solutions that honor individual needs and foster excellence for all. Unfortunately, some New Equity initiatives have strayed far from this principle, creating more harm than good. Many use the aforementioned terms innocently, and it is important to discern the difference.
Consider the trend of eliminating advanced placement (AP) classes and gifted programs in some districts. These changes are often justified in the name of New Equity because these programs disproportionately serve certain demographic and achievement groups. However, instead of addressing the root causes—such as inadequate support systems (at home or in school) for underserved students or barriers to access—districts simply remove the programs altogether. New Equity results in a loss of opportunities for every student without any real progress in helping those who were left behind. Equity creates opportunities and improves outcomes.
Similarly, lowering standards instead of expanding support has been another misstep (see the new-but-doomed trend called standards-based grading). Some schools have relaxed grading criteria or abandoned merit-based admissions policies to create more equal outcomes. While this approach may temporarily boost statistics, it ultimately devalues education and leaves students unprepared for future challenges. New Equity lowers the bar; Equity upholds it and creates greater access for all.
Another pitfall is the application of one-size-fits-all solutions that ignore individual needs. For instance, replacing honors classes with generalized classrooms in the name of inclusivity undermines high-performing students while failing to address the specific needs of neurodiverse learners. New Equity perpetuates discrimination; Equity tailors solutions to meet diverse needs instead of forcing uniformity.
In some cases, symbolic gestures have been mistaken for substantive change. Renaming schools, tearing down statues, or changing mascots might capture headlines, but these actions do little to address underfunded programs, resource disparities, or teacher shortages in underserved areas. Equity goes beyond surface-level optics to tackle the structural inequities that perpetuate disparities in education.
Finally, the misallocation of resources has often plagued equity initiatives. Some hiring practices and programs with vague goals can give the illusion of progress without delivering measurable outcomes. True equity requires accountability and a focus on meaningful and measurable initiatives that directly impact students—such as reducing class sizes, improving teacher training, or providing access to essential resources for marginalized communities. Equity requires transparent data to prove value; New Equity avoids it.
Equity initiatives focus on addressing real needs with tailored solutions and have the power to transform education. Equity creates a just system that works for everyone, where opportunity is expanded rather than diminished, and where every single student, teacher, and family is empowered to thrive.
Injustices Committed By The “New Equity” Movement
Excludes High-Achieving Groups
Some programs cut opportunities for advanced learners under the guise of equity, punishing achievement rather than addressing systemic gaps. This approach diminishes everyone, instead of celebrating diverse abilities.
Lowers Standards Instead of Expanding Access
Reducing rigor or removing merit-based criteria doesn’t create fairness; it diminishes excellence. True equity means expanding access to excellence—not erasing it.
Neglects Individual Needs (and Abilities)
Equity is not “one-size-fits-all.” When policies ignore the unique strengths and needs of gifted students, neurodiverse learners, or underserved communities, they fail the very people they claim to help.
Shifts Blame, Not Resources
Symbolic gestures don’t solve inequality. Equity demands action: reallocating resources, building systems, and offering tools to meet diverse needs.
A Historical Model To Follow
The Clapham Sect (see earlier article) included not only politicians like William Wilberforce but also cultural and educational pioneers like Hannah More, whose contributions exemplify the power of equity in action. A playwright, poet, and social reformer, More recognized that education was the cornerstone of a just society. She devoted her life to establishing schools for impoverished children in England, believing that education should be accessible to everyone, regardless of class or background. More’s efforts weren’t about diluting excellence but about expanding access to knowledge and opportunity, ensuring that every child had the tools to rise above their circumstances. Her work complemented the Clapham Sect’s broader goals, including the abolition of slavery, proving that meaningful change is possible when justice, fairness, and education work hand in hand. Today, More’s legacy (through the Clapham Sect) serves as a reminder that equity uplifts individuals and transforms communities for generations, creating systems that honor communities while fostering shared growth.
The vision central to Legacy Education’s Framework is to equip every leader and teacher with the tools to cultivate high-quality learning environments. Through intentional focus on Communication & Interaction, Learning & Cognition, Social-Emotional Strengthening, and Executive Functioning, our programs ensure every child—regardless of background—has access to an excellent teacher, a thriving classroom, and an outstanding school environment.
Reclaiming Equity
Reclaiming equity isn’t just about reshaping education—it’s about restoring justice and fostering transparency in our schools and beyond. True equity, as defined here, when anchored in principles of fairness and bolstered by actionable resources, creates a framework where every teacher becomes a master of their craft and every student has the opportunity to excel. It’s not just a theory; it’s a transformative system of intentional, collaborative, and innovative classrooms that genuinely serve all learners.
At the heart of reclaiming equity is the commitment to high-quality learning environments—spaces where every child has access to an excellent teacher who is equipped with the skills to implement Universal Best Practices (UBP). These environments are built on four essential pillars: Communication & Interaction, Learning & Cognition, Social-Emotional Strengthening, and Executive Functioning. By addressing these areas systematically, we empower educators to meet the diverse needs of their students while fostering inclusive growth and collaboration.
Equity isn’t a naughty word—it’s a misunderstood and maligned one. When stripped of its politicized misuse, equity shines as a beacon of justice, ensuring that every child, regardless of their background, is met with opportunity rather than obstacles. It’s not about lowering the bar or redistributing excellence—it’s about expanding access to it.
We have the tools, the strategies, and the vision to reclaim equity for what it was always meant to be: a force for justice, growth, and meaningful education. Let’s start building schools where collaboration, achievement, and opportunity are not the exception but the rule.
What are your thoughts? How do you envision reclaiming equity to uplift every classroom and every child? Let’s connect—I’d love to hear your perspective.
The Beginning of Knowledge
The proverbs of Solomon, son of David, king of Israel:
To know wisdom and instruction,
to understand words of insight,
to receive instruction in wise dealing,
in righteousness, justice, and equity;
to give prudence to the simple,
knowledge and discretion to the youth—
Let the wise hear and increase in learning,
and the one who understands obtain guidance,
to understand a proverb and a saying,
the words of the wise and their riddles.
The fear of YHWH is the beginning of knowledge;
fools despise wisdom and instruction.
(The Book of Proverbs Chapter 1, English Standard Version)
