The Association of Massachusetts School Equity Leaders is proud to join with Gov. Maura Healey, attorney general Andrea Campbell and secretary of education Patrick Tutweiler on behalf of diversity, equity, inclusion and accessibility efforts on behalf of all of our state’s school children. In their Joint Guidance issued Feb. 27, they affirmed their commitment to equal access to education in Massachusetts. The governor is quoted as saying, “Attorney general Campbell and I are issuing this guidance to send a clear message that Massachusetts is going to stay true to who we are. We believe that bringing people of different backgrounds and perspectives to the table – including women, people of color and the LGBTQ+ community – is a strength, especially in education. We are committed to working closely with our incredible schools, colleges and universities to support all of our students.”
Amsel is a state-recognized organization representing equity leaders in Massachusetts school districts. We also join with the voices of our partners and others in decrying the closing of district equity offices in several districts. In 2024, we saw the closing of the Brockton and Bridgewater-Raynham DEI offices. This year, we learned of the impending closing of the Weston Public Schools DEI office. Two weeks ago, the Brookline School Committee voted to close the district’s equity office. Now, in less than 10 years, long overdue advances on behalf of all children in our state’s school districts are imperiled. DEI offices have been downsized, marginalized, closed or are closing at the end of the school year.
While we recognize the financial challenges that districts are facing, we liken these decisions to the long-held practice of “last hired, first fired” that saw many people of color lose jobs that were hard fought for during the Civil Rights Movement. Some districts established DEI offices pre-2020, but many districts established them as a response to the nation’s knee-jerk “racial awakening” after the murder of George Floyd. Now, faced with tough economic times and backlash from the federal government, we find that those that we thought were transformative partners are downsizing or eliminating offices to appease a few. The chilling effect is backpedaling and a disservice to all students, families and the very missions of the schools. We are deeply concerned about the impact that this significant reduction will have on the inclusive efforts of our state’s students, most particularly marginalized students and families.
As school and district equity leaders, we are acutely aware of the rise of resistance around equity, diversity and inclusion efforts in school systems nationwide. We are very concerned that these decisions only perpetuate the narrative that school and district leaders are not courageous enough to go beyond performative tasks to center students, families and staff who experience marginalization and discrimination on a daily basis.
Let’s be clear: Diversity, Equity and Inclusion benefits all students, families and educators. Diversity is a reality in every community and school, enriching our society in countless ways. Some of us observe Ramadan, others celebrate Passover and others celebrate Easter – our cultural richness stems from these differences. When schools recognize and celebrate these traditions, students, families and educators all gain valuable learning experiences.
Our schools reflect diversity in many forms. While racial diversity is often the first thing that comes to mind in DEI conversations, those of us who work in education know that diversity extends beyond race. Our student populations include a growing number of neurodivergent students, LGBTQ+ students and multilingual learners, each contributing to the fabric of our schools.
Diversity is our strength – today and for the future. Turning our backs on the progress we’ve made since Brown v. Board of Education (1954) puts that future at risk. Now more than ever, we must commit to fostering inclusive and equitable learning environments for all.
Since the 1960s and ’70s, through legislation and the goodwill of forward thinkers, diversity has increased steadily in our schools. The concept of equity was not present, though. When desegregation became law in the country, some districts resisted for years, but most districts, under pressure, eventually desegregated schools. Schools became more racially diverse, but classrooms became racially segregated through the tracking of students, often based on racially biased placement tests.
Equity programs and initiatives provide educators, educational leaders and school committees with the lens to analyze the inequities embedded in districtwide practices that benefit those who are already advantaged within our schools while continuing to marginalize and penalize students of color, low-income students, multilingual learners and students in special education programs. Equity shapes decision-making that prioritizes “pacing for justice rather than pacing for privilege (Gorski and Swalwell, 2023). Equity helps classroom teachers navigate the complexities inherent in teaching about race, culture and religion and embrace evidence-based practices that promote proficiency and achievement for all students. It provides all students access to language and practices that ensure access to democracy for all. Diversity is here and going nowhere, but how far will we go together? Diversity without equity is merely a beautiful array of colors in a rainbow without an equitable chance at reaching the pot of gold.
Inclusion in the context of DEI speaks to participation in the decision-making that affects you as a member of the community, personally and culturally. Decisions that do not include your cultural lens often do not reflect your critical needs. Decisions about a community’s well-being that are made without one’s input are clear messages that your views don’t matter, your well-being doesn’t matter and, in essence, you don’t matter. All of our students matter, and when leaders prioritize other matters over them, one must ask what it means to be a leader. What will it take for courageous, equity-centered leadership in our school districts?
Love and respect for students are the core of an academic experience, and DEI closings derail the legitimacy of the work and success that has been created by DEI offices and demonstrate a deficit of love and commitment to the values that were set forth when the DEI offices were created.
“We have to work for the culture we want, even when the path of least resistance is to avoid acknowledging racism and prioritize other issues in our schools – when it feels more productive to take on problems that seem to have easy and clear solutions.” (Turner and Lopes, 2022 ).
Amsel and all of our resources exist for times such as now, and we can assist each other through partnership. Amsel stands with communities as partners and strongly recommends together reaffirming our combined commitment to equity and inclusion by fully embedding DEI offices in the district’s operations and practices. We urge community leaders across the state to advocate for the sustained commitment to Diversity, Equity and Inclusion by calling on district leaders to fully integrate DEI efforts into district operations and ensure these offices remain essential in serving all students and families. Your courageous voices are critical in ensuring that equity remains a priority in our schools.
Please consider adding your signature to stand with our partners and communities in advocating for the sustained commitment to equity efforts in our schools.
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