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It outlines how pandemic-related disruptions worsen longstanding racial and socioeconomic inequities, affecting access to food, shelter, internet, medical care, and learning supervision. The analysis discusses impacts on student readiness to learn, links basic needs to achievement through Maslow’s hierarchy, and highlights added risks for students with ACES. It then introduces a Portland Public Schools case study and the educators’ technical and adaptive challenges.",{"@graph":69,"@context":121},[70,84,104],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":35,"@type":76,"position":81},"https://docshare.wps.com/document/healthcare/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/putting-and-keeping-equity-at-the-center-in-education-during-covid-19-and-beyond/582858/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":98,"encodingFormat":97,"isAccessibleForFree":99,"interactionStatistic":100},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/putting-and-keeping-equity-at-the-center-in-education-during-covid-19-and-beyond/582858.png","ImageObject",300,407,{"name":92,"@type":93},"Rhys","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-15",true,{"@type":101,"interactionType":102,"userInteractionCount":8},"InteractionCounter",{"@type":103},"ViewAction",{"@type":105,"mainEntity":106},"FAQPage",[107,113,117],{"name":108,"@type":109,"acceptedAnswer":110},"How does the paper define equity in education?","Question",{"text":111,"@type":112},"Equity is defined as seeing and knowing each student as an individual, determining and offering whatever is necessary for every student to thrive and meet or exceed standards. It emphasizes providing resources and support based on each student’s needs rather than treating everyone the same.","Answer",{"name":114,"@type":109,"acceptedAnswer":115},"What inequities does the paper say COVID-19 exposed or intensified?",{"text":116,"@type":112},"The paper argues that the pandemic exacerbated existing inequities, including barriers related to access to food, shelter, internet, medical care, and support for learning. It also highlights disparities in child well-being and in COVID-19 vulnerability and outcomes across racial groups.",{"name":118,"@type":109,"acceptedAnswer":119},"Why does the paper connect students’ basic needs to academic readiness?",{"text":120,"@type":112},"It explains that educators know students can be ready to learn only when basic needs are met. Using Maslow’s hierarchy, it states that unmet physiological and safety needs hinder later needs like belonging and esteem, which affects self-confidence and achievement.","https://schema.org",{"og:url":83,"og:type":123,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":125,"canonical":83},"index,follow",{"doc_id":127,"site_id":62},582858,1792073768,{"code":4,"msg":5,"data":130},{"doc_id":127,"user_id":131,"nickname":92,"user_avatar":132,"doc_module":4,"category_id":34,"category_name":35,"doc_title":65,"doc_description":67,"doc_content":133,"file_id":134,"file_url":135,"file_type":136,"file_size":137,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":138,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},687207024643,"https://ap-avatar.wpscdn.com/davatar_3d24733baf745e90a7e4bdd5f77d97b2","For a text version of this document please visit: [https://maec.org/resource/putting-and-keeping-equity](https://maec.org/resource/putting-and-keeping-equity)at-the-center-in-education-during-covid-19-and-beyond/  \nEXPLORING EQUITY ISSUES  \nPutting and Keeping Equity at the Center in Education:  \nDuring COVID-19 and Beyond   \nSusan Villani, Senior Program Associate, WestEd  \nDisclaimer  \nMAEC is committed to the sharing of information regarding issues of equity in education. The contents ofthis paper were developed under a grant from the U.S. Department of Education. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the federal government.  \nEXPLORING EQUITY ISSUES  \nPutting and Keeping Equity at the Center in Education: During COVID-19 and Beyond  \nPART I:  \nTHESE UNPRECEDENTED TIMES  \nIn the past few months, the COVID-19 pandemic has further exposed the deep inequities in our society. After experiencing months of limited education, the effect on students will include extensive learning gaps, particularly for at-risk students. As we all return to school, educators need to keep equity at the center of their focus and actions.  \nFor this brief, equity is defined as:  \n• Seeing and knowing each student as an individual, with specific assets and needs.  \n• Determining and offering whatever is  \nnecessary for every student to thrive socially and emotionally and to meet or exceed grade level or curricular standards.  \nEquity does not mean giving everyone the same thing. Equity means giving each student whatever resources and support they need to optimize their learning and achievement. Putting equity in the center means making all decisions based on that commitment.  \nThe State of Children in the U.S.  \nAccording to the 2020 KIDS COUNT Data Book, racial inequities in child well-being persist. When the pandemic started, the nation was already failing “to provide African American, American Indian, and Latino children with the support necessary to thrive while states failed to dismantle barriers facing many children of color. Not surprisingly, nearly all index measures indicated that children with the same potential experienced disparate outcomes.”  \nThe pandemic has exacerbated existing inequities.  \n• Some families are now out of work or under-employed. Many experience food or shelter insecurities, don’t have access to the internet, and/or don’t have access to medical care.  \n• Other families are employed, but unable to work from home, so they cannot supervise their children’s schoolwork.  \n• Some children are experiencing higher rates of abuse. While reports of child abuse from police and child protective services have plummeted, emergency rooms are seeing more children with very serious injuries (Schmidt & Natanson, 2020) .  \n• Some children are also witnessing increased violence at home. The UN has called domestic violence the shadow  \npandemic. Experience shows that  \n“epidemics exacerbate existing inequalities, including those based on economic status, ability, age and gender.”  \n• Significantly more people who are Black and Latinx are dying or seriously suffering from COVID-19 than White people. A recent report from The Brookings Institute concluded,“Race gaps in vulnerability to COVID-19  \nhighlight the accumulated, intersecting inequities facing Americans of color (but especially Black people) in jobs, housing, education, criminal justice – and in health.”( Ford et al., 2020) .  \nThe Impact of the Pandemic on Students  \nEducators have long known that students can only be ready to learn when their basic needs are met. Maslow described a hierarchy of needs where basic physiological and safety needs must be addressed before higher order needs of belonging, esteem, and selfactualization can be fulfilled (Maslow, 1954) . When students lack adequate food and shelter, these inequities create barriers to developing self-esteem, selfconfidence, and","cbCaip2B8f3gOaT6","https://ap.wps.com/l/cbCaip2B8f3gOaT6","pdf",327142,18,"English","# Exploring Equity Issues\n## Putting and Keeping Equity at the Center in Education: During COVID-19 and Beyond\n## Part I: These Unprecedented Times\n## The State of Children in the U.S.\n## The Impact of the Pandemic on Students\n## Part II: Portland Public Schools, ME (Case Study)","[{\"question\":\"How does the paper define equity in education?\",\"answer\":\"Equity is defined as seeing and knowing each student as an individual, determining and offering whatever is necessary for every student to thrive and meet or exceed standards. It emphasizes providing resources and support based on each student’s needs rather than treating everyone the same.\"},{\"question\":\"What inequities does the paper say COVID-19 exposed or intensified?\",\"answer\":\"The paper argues that the pandemic exacerbated existing inequities, including barriers related to access to food, shelter, internet, medical care, and support for learning. It also highlights disparities in child well-being and in COVID-19 vulnerability and outcomes across racial groups.\"},{\"question\":\"Why does the paper connect students’ basic needs to academic readiness?\",\"answer\":\"It explains that educators know students can be ready to learn only when basic needs are met. Using Maslow’s hierarchy, it states that unmet physiological and safety needs hinder later needs like belonging and esteem, which affects self-confidence and achievement.\"}]","Putting and Keeping Equity at the Center in Education: During COVID-19 and Beyond | PDF",1792044686,45]