[Articles informing this piece — The Black Family in the Age of Incarceration by Ta-Nehisi Coates and Will School Discipline Reform Really Change Anything by Melinda Anderson.]

If the last year has taught America anything, it’s that, as a nation, we have to admit that we’re nowhere near as far along in working toward racial equity as we’d like to believe ourselves to be. And as educators, we have to own that our institution – school – is part of that larger society. And as such, the schools that we love too often reinforce the inequity that we see in society at large. Whether it is the unequal rates of suspension or the unequal access to advanced classes — to name two examples — we have to own that our schools do not serve black students as well as they serve white students.

We have to be able to say that. We have to be able to own it. Because if we don’t, we will never be able to fix it.

There are parts of this that we will need help to do — inequitable and unequal funding remains, to my mind, the single most anti-democratic policy in this country — but there is plenty we can do inside our own schools and classrooms.

As educators, we have to be willing to examine every policy from the lens of equity. When we ask ourselves – with everything we do, from seating charts to grading policies to the content we teach – “Will this reinforce or lessen the inequities the black students in my class face in our society?” then we demand of ourselves actions that make our classrooms and our schools more equitable and honorable places.

And when we do so out loud, sharing our thoughts with our colleagues, with our students, engaging in reflective practice about how and why we make the choices we make, we engage others in our process, increasing the possibility that we won’t make the mistakes of hubris, thinking that we know best because, after all, we’re the teachers. Asking others, thinking together, coming from a place of inquiry helps us to see our own blind spots Because thinking about equity – and our role, unwitting or not, in reinforcing that inequity – is painful. It forces us, as teachers, to question the very thing we hold dear – our ability to positively impact the lives of the all of the children in our care.

If we are to learn from the world around us, then let this be the year that we examine our own house and commit to examining our policies, procedures and actions through the twin lenses of racial equity and racial justice. Let us make sure that the pieces of school that are within our control are just, fair and right, so that we are worthy of the best hopes of the students we teach. Let us understand that our best hopes of the American Dream has never been fully realized for black America, and let us understand that, despite the efforts of many caring educators, that has been true of our schools as well. And let this be the year that, with open eyes and intentionality, we seek to right that wrong, because, indeed, black students matter.