Maryland Alliance for Racial Equity in Education (MAREE) Releases Recommendations for Implementing Kirwan to Close Racial Equity Gaps
Who Are We?
We are the Maryland Alliance for Racial Equity in Education (MAREE), a coalition of education advocacy, civil rights, and community based organizations that are committed to eliminating racial disparities in Maryland’s education system. Over half of Maryland’s students are Black and Latino, and yet far fewer Black and Latino students are prepared for success compared to their white peers. This is because Maryland gives Black and Latino students the least of the resources and opportunities that matter most. We believe that these gaps are unsustainable for Maryland’s future.
What Do We Recommend?
1. EQUITABLE FUNDING
Implement a funding formula that makes sure the biggest increases in funding go to students with the highest need and that the additional funding generated by high-need students is spent on services for those students.
2. HIGH-QUALITY & DIVERSE TEACHERS & LEADERS
Require that districts address inequities in access and assignment to strong teachers for students of color and students from low-income backgrounds by reporting data on teacher assignment, taking meaningful action to address inequities in teacher assignment, and prioritizing teacher leader roles in the highest-need schools. Support the institutions and teacher prep programs that disproportionately enroll students of color and create financial incentives and pathways for people in
communities of color to become teachers.
3. CAREER & TECHNICAL EDUCATION
Put guardrails in place to make sure that all CTE programs and offerings give students the skills and qualifications needed to get in-demand jobs and succeed in college.
4. COLLEGE & CAREER READINESS PATHWAYS
Address financial barriers to advanced coursework and ensure that high-achieving students are automatically enrolled in advanced courses, rather than relying solely on recommendations of educators.
5. EARLY CHILDHOOD EDUCATION
Make sure that students from families with the lowest incomes, students with special education needs, students who are English learners, and especially students who qualify as having multiple needs are given priority access to high-quality learning opportunities and that all early childhood providers are subject to the same regulations.