Seattle Public Schools combines math with ethnic studies

Seattle Public Schools combines math with ethnic studies


YOU YOU CAN YOU CAN ALSO YOU CAN ALSO SEE YOU CAN ALSO SEE THE YOU CAN ALSO SEE THE OTHER YOU CAN ALSO SEE THE OTHER SIX YOU CAN ALSO SEE THE OTHER SIX
CANCEL YOU CAN ALSO SEE THE OTHER SIX
CANCEL DEBATES YOU CAN ALSO SEE THE OTHER SIX
CANCEL DEBATES ON YOU CAN ALSO SEE THE OTHER SIX
CANCEL DEBATES ON OUR YOU CAN ALSO SEE THE OTHER SIX
CANCEL DEBATES ON OUR YOUTUBE CANCEL DEBATES ON OUR YOUTUBE CANCEL DEBATES ON OUR YOUTUBE
CHANNEL. CHANNEL. CHANNEL.
>>>CHANNEL.
>>>IDENTITY CHANNEL.
>>>IDENTITY AND CHANNEL.
>>>IDENTITY AND ALGEBRA.>>>IDENTITY AND ALGEBRA.>>>IDENTITY AND ALGEBRA.
IT’S>>>IDENTITY AND ALGEBRA.
IT’S AN>>>IDENTITY AND ALGEBRA.
IT’S AN EQUATION>>>IDENTITY AND ALGEBRA.
IT’S AN EQUATION THAT>>>IDENTITY AND ALGEBRA.
IT’S AN EQUATION THAT IS IT’S AN EQUATION THAT IS IT’S AN EQUATION THAT IS
SPARKING IT’S AN EQUATION THAT IS
SPARKING CONVERSATION IT’S AN EQUATION THAT IS
SPARKING CONVERSATION ABOUT SPARKING CONVERSATION ABOUT SPARKING CONVERSATION ABOUT
SEATTLE SPARKING CONVERSATION ABOUT
SEATTLE PUBLIC SPARKING CONVERSATION ABOUT
SEATTLE PUBLIC SCHOOLS SPARKING CONVERSATION ABOUT
SEATTLE PUBLIC SCHOOLS POSTED SEATTLE PUBLIC SCHOOLS POSTED SEATTLE PUBLIC SCHOOLS POSTED
GUIDELINES SEATTLE PUBLIC SCHOOLS POSTED
GUIDELINES FOR SEATTLE PUBLIC SCHOOLS POSTED
GUIDELINES FOR MATH SEATTLE PUBLIC SCHOOLS POSTED
GUIDELINES FOR MATH WHILE GUIDELINES FOR MATH WHILE GUIDELINES FOR MATH WHILE
COMBINING GUIDELINES FOR MATH WHILE
COMBINING ETHNIC GUIDELINES FOR MATH WHILE
COMBINING ETHNIC STUDIES. COMBINING ETHNIC STUDIES. COMBINING ETHNIC STUDIES.
SOME COMBINING ETHNIC STUDIES.
SOME THINK COMBINING ETHNIC STUDIES.
SOME THINK IT COMBINING ETHNIC STUDIES.
SOME THINK IT IS COMBINING ETHNIC STUDIES.
SOME THINK IT IS PILING COMBINING ETHNIC STUDIES.
SOME THINK IT IS PILING TOO SOME THINK IT IS PILING TOO SOME THINK IT IS PILING TOO
MUCH SOME THINK IT IS PILING TOO
MUCH ON SOME THINK IT IS PILING TOO
MUCH ON FOR SOME THINK IT IS PILING TOO
MUCH ON FOR KIDS SOME THINK IT IS PILING TOO
MUCH ON FOR KIDS BUT SOME THINK IT IS PILING TOO
MUCH ON FOR KIDS BUT OTHERS MUCH ON FOR KIDS BUT OTHERS MUCH ON FOR KIDS BUT OTHERS
SAY MUCH ON FOR KIDS BUT OTHERS
SAY IT’S MUCH ON FOR KIDS BUT OTHERS
SAY IT’S AN MUCH ON FOR KIDS BUT OTHERS
SAY IT’S AN IMPORTANT MUCH ON FOR KIDS BUT OTHERS
SAY IT’S AN IMPORTANT STEP SAY IT’S AN IMPORTANT STEP SAY IT’S AN IMPORTANT STEP
TOWARD SAY IT’S AN IMPORTANT STEP
TOWARD EQUALITY. TOWARD EQUALITY. TOWARD EQUALITY.
WE TOWARD EQUALITY.
WE SPOKE TOWARD EQUALITY.
WE SPOKE WITH TOWARD EQUALITY.
WE SPOKE WITH BOTH TOWARD EQUALITY.
WE SPOKE WITH BOTH PARENTS TOWARD EQUALITY.
WE SPOKE WITH BOTH PARENTS AND WE SPOKE WITH BOTH PARENTS AND WE SPOKE WITH BOTH PARENTS AND
THE WE SPOKE WITH BOTH PARENTS AND
THE SCHOOL WE SPOKE WITH BOTH PARENTS AND
THE SCHOOL DISTRICT. THE SCHOOL DISTRICT. THE SCHOOL DISTRICT.
>>THE SCHOOL DISTRICT.
>>Reporter: THE SCHOOL DISTRICT.
>>Reporter: WHAT THE SCHOOL DISTRICT.
>>Reporter: WHAT IS THE SCHOOL DISTRICT.
>>Reporter: WHAT IS MY>>Reporter: WHAT IS MY>>Reporter: WHAT IS MY
MATHEMATICAL>>Reporter: WHAT IS MY
MATHEMATICAL IDENTITY? MATHEMATICAL IDENTITY? MATHEMATICAL IDENTITY?
WHO MATHEMATICAL IDENTITY?
WHO HOLDS MATHEMATICAL IDENTITY?
WHO HOLDS THE MATHEMATICAL IDENTITY?
WHO HOLDS THE POWER MATHEMATICAL IDENTITY?
WHO HOLDS THE POWER IN MATHEMATICAL IDENTITY?
WHO HOLDS THE POWER IN A WHO HOLDS THE POWER IN A WHO HOLDS THE POWER IN A
MATHEMATICAL WHO HOLDS THE POWER IN A
MATHEMATICAL CLASSROOM. MATHEMATICAL CLASSROOM. MATHEMATICAL CLASSROOM.
THESE MATHEMATICAL CLASSROOM.
THESE ARE MATHEMATICAL CLASSROOM.
THESE ARE QUESTIONS MATHEMATICAL CLASSROOM.
THESE ARE QUESTIONS THAT MATHEMATICAL CLASSROOM.
THESE ARE QUESTIONS THAT IN THESE ARE QUESTIONS THAT IN THESE ARE QUESTIONS THAT IN
ETHNIC THESE ARE QUESTIONS THAT IN
ETHNIC STUDIES THESE ARE QUESTIONS THAT IN
ETHNIC STUDIES ADVISORY ETHNIC STUDIES ADVISORY ETHNIC STUDIES ADVISORY
COMMITTEE ETHNIC STUDIES ADVISORY
COMMITTEE WANTS ETHNIC STUDIES ADVISORY
COMMITTEE WANTS TEACHERS ETHNIC STUDIES ADVISORY
COMMITTEE WANTS TEACHERS TO COMMITTEE WANTS TEACHERS TO COMMITTEE WANTS TEACHERS TO
ASK COMMITTEE WANTS TEACHERS TO
ASK THEIR COMMITTEE WANTS TEACHERS TO
ASK THEIR KIDS COMMITTEE WANTS TEACHERS TO
ASK THEIR KIDS AS COMMITTEE WANTS TEACHERS TO
ASK THEIR KIDS AS THEY COMMITTEE WANTS TEACHERS TO
ASK THEIR KIDS AS THEY ARE ASK THEIR KIDS AS THEY ARE ASK THEIR KIDS AS THEY ARE
LEARNING ASK THEIR KIDS AS THEY ARE
LEARNING THINGS ASK THEIR KIDS AS THEY ARE
LEARNING THINGS LIKE ASK THEIR KIDS AS THEY ARE
LEARNING THINGS LIKE DIVISION. LEARNING THINGS LIKE DIVISION. LEARNING THINGS LIKE DIVISION.
IT LEARNING THINGS LIKE DIVISION.
IT SOUNDS LEARNING THINGS LIKE DIVISION.
IT SOUNDS LIKE LEARNING THINGS LIKE DIVISION.
IT SOUNDS LIKE A LEARNING THINGS LIKE DIVISION.
IT SOUNDS LIKE A LOT LEARNING THINGS LIKE DIVISION.
IT SOUNDS LIKE A LOT TO LEARNING THINGS LIKE DIVISION.
IT SOUNDS LIKE A LOT TO PUT LEARNING THINGS LIKE DIVISION.
IT SOUNDS LIKE A LOT TO PUT ON IT SOUNDS LIKE A LOT TO PUT ON IT SOUNDS LIKE A LOT TO PUT ON
OUR IT SOUNDS LIKE A LOT TO PUT ON
OUR KIDS IT SOUNDS LIKE A LOT TO PUT ON
OUR KIDS BUT IT SOUNDS LIKE A LOT TO PUT ON
OUR KIDS BUT TO IT SOUNDS LIKE A LOT TO PUT ON
OUR KIDS BUT TO PARENTS IT SOUNDS LIKE A LOT TO PUT ON
OUR KIDS BUT TO PARENTS AND OUR KIDS BUT TO PARENTS AND OUR KIDS BUT TO PARENTS AND
TEACHERS OUR KIDS BUT TO PARENTS AND
TEACHERS WHO OUR KIDS BUT TO PARENTS AND
TEACHERS WHO SUPPORTED OUR KIDS BUT TO PARENTS AND
TEACHERS WHO SUPPORTED THEY TEACHERS WHO SUPPORTED THEY TEACHERS WHO SUPPORTED THEY
SAY TEACHERS WHO SUPPORTED THEY
SAY THAT TEACHERS WHO SUPPORTED THEY
SAY THAT THESE TEACHERS WHO SUPPORTED THEY
SAY THAT THESE QUESTIONS TEACHERS WHO SUPPORTED THEY
SAY THAT THESE QUESTIONS ARE SAY THAT THESE QUESTIONS ARE SAY THAT THESE QUESTIONS ARE
AN SAY THAT THESE QUESTIONS ARE
AN IMPORTANT SAY THAT THESE QUESTIONS ARE
AN IMPORTANT STEP SAY THAT THESE QUESTIONS ARE
AN IMPORTANT STEP TOWARD AN IMPORTANT STEP TOWARD AN IMPORTANT STEP TOWARD
EQUALITY. EQUALITY. EQUALITY.
>>EQUALITY.
>>I EQUALITY.
>>I REALLY EQUALITY.
>>I REALLY WANT EQUALITY.
>>I REALLY WANT MY EQUALITY.
>>I REALLY WANT MY KID EQUALITY.
>>I REALLY WANT MY KID TO EQUALITY.
>>I REALLY WANT MY KID TO BE>>I REALLY WANT MY KID TO BE>>I REALLY WANT MY KID TO BE
A>>I REALLY WANT MY KID TO BE
A PART>>I REALLY WANT MY KID TO BE
A PART OF>>I REALLY WANT MY KID TO BE
A PART OF THE>>I REALLY WANT MY KID TO BE
A PART OF THE WORLD>>I REALLY WANT MY KID TO BE
A PART OF THE WORLD AND>>I REALLY WANT MY KID TO BE
A PART OF THE WORLD AND I>>I REALLY WANT MY KID TO BE
A PART OF THE WORLD AND I DO A PART OF THE WORLD AND I DO A PART OF THE WORLD AND I DO
NOT A PART OF THE WORLD AND I DO
NOT WANT A PART OF THE WORLD AND I DO
NOT WANT HIM A PART OF THE WORLD AND I DO
NOT WANT HIM GROWING A PART OF THE WORLD AND I DO
NOT WANT HIM GROWING UP A PART OF THE WORLD AND I DO
NOT WANT HIM GROWING UP TAKING NOT WANT HIM GROWING UP TAKING NOT WANT HIM GROWING UP TAKING
HE NOT WANT HIM GROWING UP TAKING
HE IS NOT WANT HIM GROWING UP TAKING
HE IS THE NOT WANT HIM GROWING UP TAKING
HE IS THE CENTER NOT WANT HIM GROWING UP TAKING
HE IS THE CENTER OF NOT WANT HIM GROWING UP TAKING
HE IS THE CENTER OF IT. HE IS THE CENTER OF IT. HE IS THE CENTER OF IT.
>>HE IS THE CENTER OF IT.
>>WE HE IS THE CENTER OF IT.
>>WE ARE HE IS THE CENTER OF IT.
>>WE ARE TRYING HE IS THE CENTER OF IT.
>>WE ARE TRYING TO HE IS THE CENTER OF IT.
>>WE ARE TRYING TO LOOK HE IS THE CENTER OF IT.
>>WE ARE TRYING TO LOOK AT>>WE ARE TRYING TO LOOK AT>>WE ARE TRYING TO LOOK AT
WHAT>>WE ARE TRYING TO LOOK AT
WHAT ELSE>>WE ARE TRYING TO LOOK AT
WHAT ELSE CAN>>WE ARE TRYING TO LOOK AT
WHAT ELSE CAN WE>>WE ARE TRYING TO LOOK AT
WHAT ELSE CAN WE GIVE>>WE ARE TRYING TO LOOK AT
WHAT ELSE CAN WE GIVE THEM WHAT ELSE CAN WE GIVE THEM WHAT ELSE CAN WE GIVE THEM
THAT WHAT ELSE CAN WE GIVE THEM
THAT DOES WHAT ELSE CAN WE GIVE THEM
THAT DOES NOT WHAT ELSE CAN WE GIVE THEM
THAT DOES NOT TAKE WHAT ELSE CAN WE GIVE THEM
THAT DOES NOT TAKE AWAY WHAT ELSE CAN WE GIVE THEM
THAT DOES NOT TAKE AWAY FROM THAT DOES NOT TAKE AWAY FROM THAT DOES NOT TAKE AWAY FROM
ANYBODY THAT DOES NOT TAKE AWAY FROM
ANYBODY ELSE. ANYBODY ELSE. ANYBODY ELSE.
>>ANYBODY ELSE.
>>Reporter: ANYBODY ELSE.
>>Reporter: BOTH ANYBODY ELSE.
>>Reporter: BOTH SUPPORT ANYBODY ELSE.
>>Reporter: BOTH SUPPORT THE>>Reporter: BOTH SUPPORT THE>>Reporter: BOTH SUPPORT THE
FRAMEWORK>>Reporter: BOTH SUPPORT THE
FRAMEWORK LIKE>>Reporter: BOTH SUPPORT THE
FRAMEWORK LIKE THIS>>Reporter: BOTH SUPPORT THE
FRAMEWORK LIKE THIS ONE>>Reporter: BOTH SUPPORT THE
FRAMEWORK LIKE THIS ONE THAT FRAMEWORK LIKE THIS ONE THAT FRAMEWORK LIKE THIS ONE THAT
SEATTLE FRAMEWORK LIKE THIS ONE THAT
SEATTLE PUBLIC FRAMEWORK LIKE THIS ONE THAT
SEATTLE PUBLIC SCHOOLS FRAMEWORK LIKE THIS ONE THAT
SEATTLE PUBLIC SCHOOLS ARE FRAMEWORK LIKE THIS ONE THAT
SEATTLE PUBLIC SCHOOLS ARE PUT SEATTLE PUBLIC SCHOOLS ARE PUT SEATTLE PUBLIC SCHOOLS ARE PUT
TOGETHER SEATTLE PUBLIC SCHOOLS ARE PUT
TOGETHER AFTER SEATTLE PUBLIC SCHOOLS ARE PUT
TOGETHER AFTER BEING SEATTLE PUBLIC SCHOOLS ARE PUT
TOGETHER AFTER BEING CONSULTED TOGETHER AFTER BEING CONSULTED TOGETHER AFTER BEING CONSULTED
BY TOGETHER AFTER BEING CONSULTED
BY A TOGETHER AFTER BEING CONSULTED
BY A COMMUNITY TOGETHER AFTER BEING CONSULTED
BY A COMMUNITY TASK TOGETHER AFTER BEING CONSULTED
BY A COMMUNITY TASK FORCE TOGETHER AFTER BEING CONSULTED
BY A COMMUNITY TASK FORCE ON BY A COMMUNITY TASK FORCE ON BY A COMMUNITY TASK FORCE ON
ETHNIC BY A COMMUNITY TASK FORCE ON
ETHNIC STUDIES. ETHNIC STUDIES. ETHNIC STUDIES.
THE ETHNIC STUDIES.
THE IDEA ETHNIC STUDIES.
THE IDEA IS ETHNIC STUDIES.
THE IDEA IS FOR ETHNIC STUDIES.
THE IDEA IS FOR KIDS ETHNIC STUDIES.
THE IDEA IS FOR KIDS TO ETHNIC STUDIES.
THE IDEA IS FOR KIDS TO GO THE IDEA IS FOR KIDS TO GO THE IDEA IS FOR KIDS TO GO
THROUGH THE IDEA IS FOR KIDS TO GO
THROUGH THE THE IDEA IS FOR KIDS TO GO
THROUGH THE CLASS THE IDEA IS FOR KIDS TO GO
THROUGH THE CLASS LIKE THE IDEA IS FOR KIDS TO GO
THROUGH THE CLASS LIKE MATH THE IDEA IS FOR KIDS TO GO
THROUGH THE CLASS LIKE MATH AS THROUGH THE CLASS LIKE MATH AS THROUGH THE CLASS LIKE MATH AS
USUAL THROUGH THE CLASS LIKE MATH AS
USUAL BUT THROUGH THE CLASS LIKE MATH AS
USUAL BUT ALSO THROUGH THE CLASS LIKE MATH AS
USUAL BUT ALSO TO THROUGH THE CLASS LIKE MATH AS
USUAL BUT ALSO TO TALK THROUGH THE CLASS LIKE MATH AS
USUAL BUT ALSO TO TALK ABOUT USUAL BUT ALSO TO TALK ABOUT USUAL BUT ALSO TO TALK ABOUT
HOW USUAL BUT ALSO TO TALK ABOUT
HOW DIFFERENT USUAL BUT ALSO TO TALK ABOUT
HOW DIFFERENT ETHNICITIES HOW DIFFERENT ETHNICITIES HOW DIFFERENT ETHNICITIES
HELPED HOW DIFFERENT ETHNICITIES
HELPED SHAPE HOW DIFFERENT ETHNICITIES
HELPED SHAPE IT HOW DIFFERENT ETHNICITIES
HELPED SHAPE IT AND HOW DIFFERENT ETHNICITIES
HELPED SHAPE IT AND HOW HOW DIFFERENT ETHNICITIES
HELPED SHAPE IT AND HOW THEY HELPED SHAPE IT AND HOW THEY HELPED SHAPE IT AND HOW THEY
FIT HELPED SHAPE IT AND HOW THEY
FIT INTO HELPED SHAPE IT AND HOW THEY
FIT INTO TODAY’S HELPED SHAPE IT AND HOW THEY
FIT INTO TODAY’S WORLD. FIT INTO TODAY’S WORLD. FIT INTO TODAY’S WORLD.
>>FIT INTO TODAY’S WORLD.
>>IN FIT INTO TODAY’S WORLD.
>>IN SOME FIT INTO TODAY’S WORLD.
>>IN SOME WAYS FIT INTO TODAY’S WORLD.
>>IN SOME WAYS STUDENTS FIT INTO TODAY’S WORLD.
>>IN SOME WAYS STUDENTS OF>>IN SOME WAYS STUDENTS OF>>IN SOME WAYS STUDENTS OF
COLOR>>IN SOME WAYS STUDENTS OF
COLOR HAVE>>IN SOME WAYS STUDENTS OF
COLOR HAVE NOT>>IN SOME WAYS STUDENTS OF
COLOR HAVE NOT FILLED>>IN SOME WAYS STUDENTS OF
COLOR HAVE NOT FILLED THE>>IN SOME WAYS STUDENTS OF
COLOR HAVE NOT FILLED THE PART COLOR HAVE NOT FILLED THE PART COLOR HAVE NOT FILLED THE PART
OF COLOR HAVE NOT FILLED THE PART
OF THE COLOR HAVE NOT FILLED THE PART
OF THE COMMUNITY. OF THE COMMUNITY. OF THE COMMUNITY.
I OF THE COMMUNITY.
I THINK OF THE COMMUNITY.
I THINK FRAMEWORKS OF THE COMMUNITY.
I THINK FRAMEWORKS LIKE OF THE COMMUNITY.
I THINK FRAMEWORKS LIKE THESE I THINK FRAMEWORKS LIKE THESE I THINK FRAMEWORKS LIKE THESE
ARE I THINK FRAMEWORKS LIKE THESE
ARE A I THINK FRAMEWORKS LIKE THESE
ARE A WAY I THINK FRAMEWORKS LIKE THESE
ARE A WAY TO I THINK FRAMEWORKS LIKE THESE
ARE A WAY TO HELP I THINK FRAMEWORKS LIKE THESE
ARE A WAY TO HELP GET I THINK FRAMEWORKS LIKE THESE
ARE A WAY TO HELP GET THEM ARE A WAY TO HELP GET THEM ARE A WAY TO HELP GET THEM
MORE ARE A WAY TO HELP GET THEM
MORE INVOLVED ARE A WAY TO HELP GET THEM
MORE INVOLVED IN ARE A WAY TO HELP GET THEM
MORE INVOLVED IN THEIR ARE A WAY TO HELP GET THEM
MORE INVOLVED IN THEIR OWN MORE INVOLVED IN THEIR OWN MORE INVOLVED IN THEIR OWN
EDUCATION MORE INVOLVED IN THEIR OWN
EDUCATION AND MORE INVOLVED IN THEIR OWN
EDUCATION AND HAVE MORE INVOLVED IN THEIR OWN
EDUCATION AND HAVE A MORE INVOLVED IN THEIR OWN
EDUCATION AND HAVE A SENSE MORE INVOLVED IN THEIR OWN
EDUCATION AND HAVE A SENSE OF EDUCATION AND HAVE A SENSE OF EDUCATION AND HAVE A SENSE OF
BELONGING. BELONGING. BELONGING.
>>BELONGING.
>>IS BELONGING.
>>IS THIS BELONGING.
>>IS THIS ANTI-SOME BELONGING.
>>IS THIS ANTI-SOME STUDENTS>>IS THIS ANTI-SOME STUDENTS>>IS THIS ANTI-SOME STUDENTS
AND>>IS THIS ANTI-SOME STUDENTS
AND PRO-OTHER>>IS THIS ANTI-SOME STUDENTS
AND PRO-OTHER STUDENTS? AND PRO-OTHER STUDENTS? AND PRO-OTHER STUDENTS?
>>AND PRO-OTHER STUDENTS?
>>I AND PRO-OTHER STUDENTS?
>>I THINK AND PRO-OTHER STUDENTS?
>>I THINK THAT AND PRO-OTHER STUDENTS?
>>I THINK THAT IS AND PRO-OTHER STUDENTS?
>>I THINK THAT IS PART AND PRO-OTHER STUDENTS?
>>I THINK THAT IS PART OF AND PRO-OTHER STUDENTS?
>>I THINK THAT IS PART OF THE>>I THINK THAT IS PART OF THE>>I THINK THAT IS PART OF THE
MISCONCEPTION>>I THINK THAT IS PART OF THE
MISCONCEPTION OF>>I THINK THAT IS PART OF THE
MISCONCEPTION OF UNDERSTANDING MISCONCEPTION OF UNDERSTANDING MISCONCEPTION OF UNDERSTANDING
WHAT MISCONCEPTION OF UNDERSTANDING
WHAT THAT MISCONCEPTION OF UNDERSTANDING
WHAT THAT MEANS. WHAT THAT MEANS. WHAT THAT MEANS.
>>WHAT THAT MEANS.
>>Reporter: WHAT THAT MEANS.
>>Reporter: TRACY WHAT THAT MEANS.
>>Reporter: TRACY IS WHAT THAT MEANS.
>>Reporter: TRACY IS THE>>Reporter: TRACY IS THE>>Reporter: TRACY IS THE
ETHNIC>>Reporter: TRACY IS THE
ETHNIC STUDIES>>Reporter: TRACY IS THE
ETHNIC STUDIES PROTESTS ETHNIC STUDIES PROTESTS ETHNIC STUDIES PROTESTS
MANAGER. MANAGER. MANAGER.
>>MANAGER.
>>THERE MANAGER.
>>THERE IS MANAGER.
>>THERE IS ALWAYS MANAGER.
>>THERE IS ALWAYS A MANAGER.
>>THERE IS ALWAYS A DISPARITY>>THERE IS ALWAYS A DISPARITY>>THERE IS ALWAYS A DISPARITY
BETWEEN>>THERE IS ALWAYS A DISPARITY
BETWEEN WHITE>>THERE IS ALWAYS A DISPARITY
BETWEEN WHITE STUDENTS>>THERE IS ALWAYS A DISPARITY
BETWEEN WHITE STUDENTS AND BETWEEN WHITE STUDENTS AND BETWEEN WHITE STUDENTS AND
STUDENTS BETWEEN WHITE STUDENTS AND
STUDENTS OF BETWEEN WHITE STUDENTS AND
STUDENTS OF COLOR. STUDENTS OF COLOR. STUDENTS OF COLOR.
>>STUDENTS OF COLOR.
>>Reporter: STUDENTS OF COLOR.
>>Reporter: SHE STUDENTS OF COLOR.
>>Reporter: SHE CREATES STUDENTS OF COLOR.
>>Reporter: SHE CREATES THEM>>Reporter: SHE CREATES THEM>>Reporter: SHE CREATES THEM
AND>>Reporter: SHE CREATES THEM
AND GIVES>>Reporter: SHE CREATES THEM
AND GIVES THEM>>Reporter: SHE CREATES THEM
AND GIVES THEM TO>>Reporter: SHE CREATES THEM
AND GIVES THEM TO TEACHERS. AND GIVES THEM TO TEACHERS. AND GIVES THEM TO TEACHERS.
>>AND GIVES THEM TO TEACHERS.
>>THE AND GIVES THEM TO TEACHERS.
>>THE GOAL AND GIVES THEM TO TEACHERS.
>>THE GOAL IS AND GIVES THEM TO TEACHERS.
>>THE GOAL IS TO AND GIVES THEM TO TEACHERS.
>>THE GOAL IS TO DISRUPT AND GIVES THEM TO TEACHERS.
>>THE GOAL IS TO DISRUPT THE>>THE GOAL IS TO DISRUPT THE>>THE GOAL IS TO DISRUPT THE
STATUS>>THE GOAL IS TO DISRUPT THE
STATUS QUO>>THE GOAL IS TO DISRUPT THE
STATUS QUO AND>>THE GOAL IS TO DISRUPT THE
STATUS QUO AND DO>>THE GOAL IS TO DISRUPT THE
STATUS QUO AND DO SOMETHING STATUS QUO AND DO SOMETHING STATUS QUO AND DO SOMETHING
RADICALLY STATUS QUO AND DO SOMETHING
RADICALLY DIFFERENT. RADICALLY DIFFERENT. RADICALLY DIFFERENT.
ALL RADICALLY DIFFERENT.
ALL OF RADICALLY DIFFERENT.
ALL OF THE RADICALLY DIFFERENT.
ALL OF THE RESEARCH RADICALLY DIFFERENT.
ALL OF THE RESEARCH INDICATES ALL OF THE RESEARCH INDICATES ALL OF THE RESEARCH INDICATES
THAT ALL OF THE RESEARCH INDICATES
THAT AT ALL OF THE RESEARCH INDICATES
THAT AT THE ALL OF THE RESEARCH INDICATES
THAT AT THE ETHNIC ALL OF THE RESEARCH INDICATES
THAT AT THE ETHNIC STUDIES THAT AT THE ETHNIC STUDIES THAT AT THE ETHNIC STUDIES
ACROSS THAT AT THE ETHNIC STUDIES
ACROSS THE THAT AT THE ETHNIC STUDIES
ACROSS THE BOARD THAT AT THE ETHNIC STUDIES
ACROSS THE BOARD IMPROVES ACROSS THE BOARD IMPROVES ACROSS THE BOARD IMPROVES
ACADEMIC ACROSS THE BOARD IMPROVES
ACADEMIC OUTCOMES. ACADEMIC OUTCOMES. ACADEMIC OUTCOMES.
>>ACADEMIC OUTCOMES.
>>THERE ACADEMIC OUTCOMES.
>>THERE WAS ACADEMIC OUTCOMES.
>>THERE WAS A ACADEMIC OUTCOMES.
>>THERE WAS A LARGE ACADEMIC OUTCOMES.
>>THERE WAS A LARGE PORTION>>THERE WAS A LARGE PORTION>>THERE WAS A LARGE PORTION
OF>>THERE WAS A LARGE PORTION
OF MY>>THERE WAS A LARGE PORTION
OF MY MIND>>THERE WAS A LARGE PORTION
OF MY MIND THAT>>THERE WAS A LARGE PORTION
OF MY MIND THAT WAS>>THERE WAS A LARGE PORTION
OF MY MIND THAT WAS GEARED OF MY MIND THAT WAS GEARED OF MY MIND THAT WAS GEARED
TOWARD OF MY MIND THAT WAS GEARED
TOWARD HAD OF MY MIND THAT WAS GEARED
TOWARD HAD A OF MY MIND THAT WAS GEARED
TOWARD HAD A WIFE OF MY MIND THAT WAS GEARED
TOWARD HAD A WIFE FITTING. TOWARD HAD A WIFE FITTING. TOWARD HAD A WIFE FITTING.
IF TOWARD HAD A WIFE FITTING.
IF I TOWARD HAD A WIFE FITTING.
IF I MARTY TOWARD HAD A WIFE FITTING.
IF I MARTY FITTING TOWARD HAD A WIFE FITTING.
IF I MARTY FITTING IN TOWARD HAD A WIFE FITTING.
IF I MARTY FITTING IN CAN TOWARD HAD A WIFE FITTING.
IF I MARTY FITTING IN CAN YOU IF I MARTY FITTING IN CAN YOU IF I MARTY FITTING IN CAN YOU
IMAGINE IF I MARTY FITTING IN CAN YOU
IMAGINE THE IF I MARTY FITTING IN CAN YOU
IMAGINE THE BRAINPOWER IF I MARTY FITTING IN CAN YOU
IMAGINE THE BRAINPOWER THAT IMAGINE THE BRAINPOWER THAT IMAGINE THE BRAINPOWER THAT
CAN IMAGINE THE BRAINPOWER THAT
CAN GO IMAGINE THE BRAINPOWER THAT
CAN GO FORWARD IMAGINE THE BRAINPOWER THAT
CAN GO FORWARD FROM IMAGINE THE BRAINPOWER THAT
CAN GO FORWARD FROM THAT? CAN GO FORWARD FROM THAT? CAN GO FORWARD FROM THAT?
>>CAN GO FORWARD FROM THAT?
>>IT CAN GO FORWARD FROM THAT?
>>IT DOES CAN GO FORWARD FROM THAT?
>>IT DOES NOT CAN GO FORWARD FROM THAT?
>>IT DOES NOT DIVIDE CAN GO FORWARD FROM THAT?
>>IT DOES NOT DIVIDE BUT CAN GO FORWARD FROM THAT?
>>IT DOES NOT DIVIDE BUT IT>>IT DOES NOT DIVIDE BUT IT>>IT DOES NOT DIVIDE BUT IT
EMPOWERS>>IT DOES NOT DIVIDE BUT IT
EMPOWERS EVERYONE>>IT DOES NOT DIVIDE BUT IT
EMPOWERS EVERYONE IN>>IT DOES NOT DIVIDE BUT IT
EMPOWERS EVERYONE IN THE EMPOWERS EVERYONE IN THE EMPOWERS EVERYONE IN THE
CLASSROOM. CLASSROOM. CLASSROOM.
>>CLASSROOM.
>>SEEN CLASSROOM.
>>SEEN MANY CLASSROOM.
>>SEEN MANY EXAMPLES CLASSROOM.
>>SEEN MANY EXAMPLES OF>>SEEN MANY EXAMPLES OF>>SEEN MANY EXAMPLES OF
BRILLIANCE>>SEEN MANY EXAMPLES OF
BRILLIANCE AND>>SEEN MANY EXAMPLES OF
BRILLIANCE AND COMPETENCE BRILLIANCE AND COMPETENCE BRILLIANCE AND COMPETENCE
PREPARES BRILLIANCE AND COMPETENCE
PREPARES MY BRILLIANCE AND COMPETENCE
PREPARES MY KID BRILLIANCE AND COMPETENCE
PREPARES MY KID TO BRILLIANCE AND COMPETENCE
PREPARES MY KID TO BE BRILLIANCE AND COMPETENCE
PREPARES MY KID TO BE ABLE BRILLIANCE AND COMPETENCE
PREPARES MY KID TO BE ABLE TO PREPARES MY KID TO BE ABLE TO PREPARES MY KID TO BE ABLE TO
GO PREPARES MY KID TO BE ABLE TO
GO OUT PREPARES MY KID TO BE ABLE TO
GO OUT INTO PREPARES MY KID TO BE ABLE TO
GO OUT INTO THE PREPARES MY KID TO BE ABLE TO
GO OUT INTO THE WORLD

4 comments

  1. Moms stay home & WITHDRAW your kids from Public School. There is no learning going on at public schools – only indoctrination 😡

  2. Not even math is safe from identity politics. I'm sick of it. My white child sits in a classroom with a sign that tells her to "check her privilege". I'm sick of the constant racism directed soley at white people… I'm pulling my child out. We're done with this crap. It's past time to homeschool.

  3. So have an ethnic studies class…. It warrants its own segment of time… Math is hard enough now that it's common core. Stop changing math into everything else…

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