Addressing and Avoiding DEI Sticker Shock
By James Harden
It has been stated that there should never be “taxation without representation” and that “budgets are moral documents.”
These quotes relate to the historical importance of the concept of equity and have remained relevant for hundreds of years. In relation to public schools in Illinois, a portion of school district funding comes from the local taxpayers. School board members serve as the elected stewards of the public interest and pass policies directly related to the spending of the public’s money. Prior to taking office, every school board member vows to “accept the responsibility for my role in the equitable and quality education of every student in the school district…” according to the Oath of Office in the Illinois School Code (105 ILCS 5/10-16.5).
When governing a school district, it is easy to fall into traps of historical quotes and foundational rhetoric. The great challenge for every school board member who has vowed to create “equitable and quality” opportunities for “every student in the school district,” is to look their voting constituents in the eye and say, “Your personal agenda may not match the promise I made when I took the Oath of Office.” Additionally, unless school board members fully understand the definition of “equitable” and can conceptualize an “equitable system,” there may be a wide chasm between the oath and the daily implementation.
In short, after making a “promise to the public” and knowing that all community members pay taxes, what actions should a school board member consider when the data indicate that the vast majority of Advanced Placement courses, dual-enrollment opportunities, and accelerated/honors curriculum are reserved for wealthy, white, young men? Further, what are the hidden costs and commitments necessary to create equitable advancement opportunities for every student?
Sticker Shock: (noun) Astonishment and dismay experienced on being informed of a product’s unexpectedly high price.
While the benefits of Diversity, Equity, and Inclusion (DEI) are well-documented, the reality of “Living the Oath” by creating an equitable system can create what we might coin “DEI Sticker Shock.” In this article, we raise awareness and challenge school board members, educators, and community members to move beyond their comfort levels and prioritize DEI goals that are not only morally imperative, but also ultimately advantageous for our school communities and the people we serve. Educators understand that curricular success and systemic change are dependent on high-quality operational structures which are often overlooked. This article examines the three operational considerations that must be addressed if a school district truly values and is committed to creating equitable opportunities for all students: communication, finance, and transportation.
DEI and the Communications Department
While the academic and social aspects of DEI are widely acknowledged, it is equally important to examine the impact on a variety of operational departments. School districts are accountable to the communities they serve and must regularly review how they are serving the children of the community. When taking on initiatives that may be politically charged, or controversial, districts must remain in front of the public to guide the communication and messaging. Though every school district may not have a formal communications department, there must be available leadership and agreed-upon messaging as it relates to DEI. Without such messaging, false narratives may be shaped and created causing community-wide Sticker Shock and resistance to DEI initiatives.
Effective communication about DEI initiatives includes the sharing of updated laws, policies, and initiatives with the broader community. Research has shown the importance of transparent communication to build trust and engage stakeholders that may or may not have students currently in schools. As a result, communications departments will have to devote targeted resources, collaborative opportunities, and time to address DEI-related topics. For instance, community forms, meetings, and activities celebrating diverse perspectives will build community value for DEI initiatives. Further, ongoing and proactive communication from school district officials will be instrumental in preventing a “manufactured crisis” from community members who do not support the need for DEI-related initiatives. Understanding that visual representation matters, the communications department will also have to be poignant in making sure all district communication materials, including flyers and social media posts, include pictures and symbols from every demographic group living in the school community.
DEI and the Finance Department
The nature of school funding and spending is unique and often misunderstood by those who are not trained in school finance. Though finance departments are not directly “academic” in nature, finances impact every facet of a school district, including prioritizing, budgeting, and the financing of DEI initiatives. DEI implementation often requires changes in hiring practices, training, and compliance measures, all of which can incur additional expenses. For example, hiring practices must be adjusted to promote diversity and may take longer than expected. In relation to supporting students, when more students are identified for advanced coursework, additional teachers must be hired and trained to teach and support these students. Additional specialized DEI trainings, such as Cultural Competency, for all staff members will impact budget allocation and can be an obstacle to fiscal transparency, especially in communities that challenge the need for DEI initiatives.
Another unforeseen hurdle is the increase in state and federal reporting specific to DEI compliance. For example, school districts in Illinois provide annual demographic and finance reports to the Illinois State Board of Education (ISBE) and the U.S. Department of Education Office of Civil Rights (OCR). Though no additional funds are provided to school districts, these reports regularly call for additional time or personnel specific to ensuring compliance. These additional tasks may strain the resources and capacity of the finance department.
Long-term DEI efforts require ongoing planning, budgeting, and transparent conversations. Research by Linda Darling-Hammond has shown that while there may be initial costs associated with DEI implementation, the long-term benefits far outweigh these expenses. To avoid Sticker Shock in finance, rather than presenting DEI as an expenditure, it must be presented as being the best investment we can make in our greatest community assets, our children. Improved student outcomes, a more inclusive school culture, and reduced disparities contribute to a more prosperous educational environment and have a positive impact on communities.
DEI and the Transportation Department
After employee salaries, transportation is a second major expenditure for a school district. Transportation is also a daily public showing of how well certain aspects of a school district operate. At the start of each school year, addressing transportation concerns is regularly added to the agenda of school board meetings. Recent research suggests that DEI efforts may pose additional and unexpected challenges within a district’s transportation department and ultimately create a form of DEI Sticker Shock for the board of education. These challenges include staffing, single-school specialized programs, and school-choice programs designed to “diversify” a school’s student population.
No school district is immune to staffing shortages in the transportation department. Further, being fully committed to DEI means a school district must remain intentional about recruiting and retaining a diversified staff. Sticker Shock can be created when a board is not aware of the financial costs and opportunity costs associated with promoting diversity in hiring practices. Studies conducted within the last decade conclude that DEI initiatives require specialized training for transportation staff, including bus drivers and maintenance personnel, to ensure that hiring processes remain fair, inclusive, and free from implicit biases. This training can be costly but remains paramount as our bus drivers are often the first and last school official a student sees daily. Many specialized programs, such as Special Education or Multilingual Services, are grant or federally funded, however, they have a tremendous impact on the routing and transporting of the entire student body. This form of Sticker Shock is not necessarily based on finances, it is based on opportunity costs and perception.
School districts often reserve special programs for school buildings conducive to the needs of the specified students. For example, if there is an elementary school that has a second floor, but no elevator, then a student with physical limitations may be assigned to a school that can meet their physical needs. Additionally, districts may limit multilingual services to one or two campuses within the district. Though these practices enhance the opportunities for students and schools, they can cause unforeseen transportation issues as the services may be provided at a school on the west side of town, but the student needing the services may live on the east side of town. Ultimately, this creates a need for specialized bus routes, time, and drivers to meet the needs of the students.
A third cause of DEI Sticker Shock related to transportation is much more ethical in nature. By chance, school districts in diverse communities are often impacted by housing patterns. Traditionally, there is a “good side” of town and a side that is less desirable. School districts regularly work to ensure schools are not “identifiable” by a de facto segregation housing pattern. As an illustration, if there is a housing complex that is predominantly inhabited by low-income families, many school districts are careful to create student assignment plans that ensure there is not a “low-income school.” This may be morally aligned with the spirit of DEI but can easily become a political challenge and hard to sustain, as frequently low-income students depend on district-provided transportation and have extensive bus rides to get to a school in another community. Contrary, districts place magnet programs in low-income areas with the hope of attracting students whose families do not depend on the school for transportation. School boards must regularly assess housing trends and data to ensure schools remain balanced, while simultaneously reviewing transportation routes to ensure schools are not demographically balanced on the back of our lowest-income families. The work itself is not difficult, however having public conversations about change can be problematic.
The impacts of DEI initiatives are rarely linked to transportation departments. To successfully ensure every student is given equitable access to the highest quality of education, school boards must be intentional about keeping conversations about transportation, student assignment, and specialized programming in the forefront of discussions. By strategically investing, leveraging available resources, and emphasizing the long-term benefits, school districts can navigate these challenges and reduce the Sticker Shock community members may feel.
As we face the challenge of DEI Sticker Shock, board members must keep in mind the oath they took before entering the office. More importantly, everyone must understand that investing in Diversity, Equity, and Inclusion is an investment in our future. School boards have a unique opportunity to lead by example, demonstrating their commitment to the well-being and success of every student. By aligning priorities with DEI goals and leveraging available resources, we can create a more equitable and inclusive educational environment for all.
James Harden, Ph.D., is the Executive Director of Engagement & Social-Emotional Learning with Champaign CUSD 4. Known as a motivator, he is a speaker on education and leadership. Dr. Harden will be presenting at the Equity Immersion at the 2023 Joint Annual Conference. Resources associated with this article can be accessed via iasb.com/Journal.