In order to create an equitable education system, we need to reduce the predictive value of race, gender, class, and disability in the classroom. In the blaming culture of the traditional educational system, we point to children or their families as the problem when students aren’t successfully learning, rather than revisit our educational designs and structures. In competency education, students who are struggling are identified quickly and receive additional supports. In addition, the continuous improvement cycle can identify and address patterns of inequity in resources, learning experiences or access to highly qualified teachers.
Given that high quality competency education rests on having respectful relationships between students and teachers, eliminating attribution error is a critical step. Attribution error is when we assume a deficit to explain behavior. For example, believing that a student who is always late doesn’t care about her education, when in fact she cares so deeply about education she drops her siblings at school and then takes three different buses to get to class each morning. We need to begin with the assumption that we are all at risk of making the wrong assumptions about students. The following are suggestions gathered during a convening on how to rid your school of attribution error.
1. Cleaning Up the Language of Learning: The language of learning in a traditional system is limited to smart, fast, or ahead. Students are racing ahead, falling behind, or on different tracks (even though we don’t like to admit that these descriptions still exist). In order to eliminate attribution errors, we need to let go of the adjectives and create a data-driven language of learning that indicates what level students are at on a learning progression, the pace of learning, their growth, and the depth of their learning.