For this special project, the Education Week Research Center surveyed a nationally representative sample of more than 1,300 teachers. We wanted to understand how they use language to talk about disparities in student outcomes in terms of race and income level鈥攁s well as how those language choices correlate with their understanding of what鈥檚 at the heart of those disparities.
Coverage of leadership, summer learning, social and emotional learning, arts learning, and afterschool is supported in part by a grant from The Wallace Foundation, at www.wallacefoundation.org. Education Week retains sole editorial control over the content of this coverage.
A version of this article appeared in the December 11, 2019 edition of Education Week as How Teachers Talk About Educational Disparities
