About Us » Equity


North Wasco County School District is committed to the success of each student and staff member in each of our schools. For that success to occur, the district is committed to equity by recognizing institutional barriers and creating access and opportunities that benefit each student and staff regardless of race, ethnicity, religion, language, abilities, socioeconomic status, country of origin, immigration status, cultural heritage, native language, sexual orientation, gender, and gender identity.


 Our district graduates citizens who are ethical and motivated to achieve their limitless potential and that inclusiveness, equity, and racial and social justice in our schools and society is key to student success. We believe students should be educated in environments that respect them as individuals, respect their families, and respect their cultural heritage in order to facilitate successful academic outcomes.


Educational equity creates the opportunity for success for each student by operating on the principles of fairness and justice as well as allocating resources, providing access/opportunities and creating a climate and culture that affirms identities and develops a sense of belonging within each student, staff and community member.


To achieve educational equity the district will commit to:

✔ Preparing each student to succeed by ensuring a culturally relevant curriculum.

✔ Recruiting, hiring, and retaining a diverse staff reflective of our student body.

✔ Create schools with a welcoming, inclusive culture and environment that reflects

and affirms the identities of the diverse student population, their families and their community.

✔ Providing staff members ongoing professional development that strengthens employees’

knowledge and skills for eliminating opportunity/access gaps

✔ Ensuring that equitable distribution of resources across buildings is based on individual school

and community needs.

✔ Provide multiple pathways to success in order to meet the needs of the diverse

student body and shall actively encourage, support and expect high academic achievement for

each student.


Full Policy JBB- Educational Equity



There is a lot of conversation and misinformation about Critical Race Theory (CRT) across our nation, the following questions and answers are intended to provide information about what our school district does and doesn't do in regards to CRT: 

Critical Race Theory (CRT) is term that has been around since the 1970s and has begun to be used recently as a political shortcut to lump together a variety of positions and practices. Many times, the term is used without being fully understood by the user. Because of this, many important equity initiatives that are not CRT are getting swept up in the current debate.

CRT teaches that race is a socially constructed idea rather than biological. The theory states that bias is embedded within our institutions, laws and public policy and is primarily responsible for the unequal outcomes we see in systems like education, health care, etc. It is also a framework that is used to help understand why racial inequities exist in our systems and how to eliminate them. 


Schools across the nation are making growing efforts to increase access to opportunities for all students to be successful and to close opportunity gaps between students. These are broadly referred to as using an 'equity lens' or equity focus. These are not the same as Critical Race Theory, although some of them may contain similar elements, such as analyzing school policies to determine if they disproportionately impact some student groups more than others. Equity in education is about making sure our systems are set up so that all students are able to succeed.

Critical Race Theory is not included in any of our student curriculum. We understand that some community members are concerned by the rumors they have heard regarding CRT and that they want to better understand what children are learning in our schools.
Critical race theory is not centered on blaming individuals or making anyone feel guilty. It focuses on understanding how race plays a role in how institutions like education serve people. Additionally, there is nothing in critical race theory that promotes the idea that any race is superior to any other; on the contrary, most racial justice work promotes the exact opposite idea.
At NWCSD we want all students to feel welcome and to better understand each other and the many different backgrounds and experiences that make our students, schools, and community great.

Children are unique individuals and flourish in different environments, paces and learning styles. Equity is about that simple and instinctive understanding that each student needs different supports, and that the same student may need extra support in one area but not in another.

School districts regularly review student outcome data to understand which students are more successful or less successful academically. District staff also review differences that exist in how disciplinary actions are applied to students. When disparities are evident in the academic outcomes between groups of students, most school leaders agree that it is the moral and legal obligation of the school district to study why those gaps exist and support policies and practices that close them. We recognize that gaps can exist between a variety of student groups:


· Students from low-income households
· Students experiencing homelessness
· Students in foster care

· Students with disabilities
· Students who are English language learners
· Students of different races and/or ethnicities

The education system in the U.S. has long supported additional funding and other supports for students who have been less successful academically than others. For example, federal Title I funding is designed to support the success of students from low income families. Another area where different types of support are provided to some students is through IDEA (the Individuals with Disabilities in Education Act), which is the primary funding source for supplementing local and state dollars to support the needs of students with disabilities and special education programs.


School boards and superintendents cannot address the disparities whether they are racial, economic, or some other factor if they don't discuss, evaluate and work to mitigate them.