FAQ's

Frequently Asked Questions

*FAQ’s

Below are answers to common questions asked about Equity at CSD:


How can I get in touch with the equity department?

Our District Equity Director is Dr. Mari Ann Banks. Her office is located on the second floor of the Wilson School Support Center @ 125 Electric Avenue Decatur, GA 30030.

      • Office # 404/ 371 . 3601 Cell # 404/ 977 . 1684


How is CSD defining educational equity?

City Schools of Decatur will have achieved educational equity when ALL students have the resources, opportunities, and rigorous and relevant learning needed to enable their educational success.

    • We believe that educational equity requires . . .

      • high expectations for all students.

      • a culture that honors all students and staff regardless of cultural or racial background.

      • a culture that is reflective and inclusive of all students and staff regardless of cultural or racial background.

      • the systematic use of data to determine and establish an equitable allocation of resources.

      • the intentional development and implementation of district policies and practices with a focus on amplifying equity.

      • working together to eliminate predictable patterns of academic achievement based on race, socioeconomic status, and gender.

    • We also believe that . . .

      • positive relationships form the foundation of an equitable school district.

      • a world-class education requires racial consciousness, cross-cultural awareness, and gender equity.

      • all students should be empowered to be active participants in their own learning.

      • school does not have to look the same for each and every student and outcomes can still be high.

      • we must measure our efforts to promote equity to ensure that “all means all.”

As a KEY part of educational equity - CSD has committed to closing achievement and discipline gaps between white and black students. However, the "achievement" or "discipline gap" is NOT what we are addressing - we are paying our Education Debt!

The philosophy of an "Education Debt" was developed by Gloria Ladson Billings - a simply phenomenal scholar who first coined the phrase. You can learn more about the incorrect way we have defined insistent racial achievement and discipline separations between students in the past and, the debt we owe in the present, at the link above.



How should I handle a racist (sexist, ableist, etc.) incident at CSD,

or, I think my teacher/administrator is being racist, what should I do?

Racism isn’t something that happens “somewhere else.” Unfortunately, it happens right here in the halls of our schools, within the confines of our academic departments, and throughout our city, state, and country. It is sometimes purposely inflicted by strangers, other times unconsciously by well-intentioned colleagues and friends, and, most influentially, systemically. If you believe you have experienced racism at CSD it is imperative that we investigate and address your concerns.

Please share your experience with your school or district administrator. If you have done so but are not satisfied with the outcome, or if you are uncomfortable contacting your administrator and you would like more help, you can:

  • contact the Equity office by completing the form at this link.

  • if you prefer to remain anonymous, use the form at this link.


I think a curricular material is racist; how do I complain?

You think a curricular material is racist (ableist, sexist, etc.) or you have questions about racism in the GA standards of excellence. Depending on the material, there are varied ways to lodge a complaint. Please start by sharing your concern with your school's administrator or instructional specialist who will assist you from that point forward.


I think a library material (book, e-book, periodical, etc.) is racist (ableist, sexist, etc.). How do I express my concern?

Please direct concerns about library material to your school's media specialist.


How many students, teachers, and/or administrators of color are in the district?

You can find this type of information on our Equity Dashboard page.


Where does CSD stand on Critical Race Theory and/or the 1619 Project?

CSD Administration and Board members have made a definitive statement regarding teaching about racial equity. While Critical Race Theory nor the 1619 Project are part of our official curriculum, we see no issue with the content and believe that teaching multiple, honest perspectives of our country's history is imperative.


CSD employees often say, "We can't just be against racism - we must be anti-racist". What does that statement mean?

Defeating racism calls for more than just "disagreeing with" or "disliking it" — we've got to continually and actively work towards equality for all races and strive to undo racism in our minds, our personal environments, and the world.


I am/my student is considering a gender transition. What should I/we do?

CSD stands by our transitioning/gender-expansive students with the full knowledge that gender, like so many other identities, is on a spectrum. All young people should have their dignity and humanity respected and this includes young people who are transgender, gender-fluid, or who embody any other non-cisgender identity.

While it is desired, a student does not have to have the permission of his/her parents to initiate an in-school transition process. The reason this present policy exists is largely due to CSD's desire to protect students and keep them mentally and physically safe.

If you are (or your student is) considering a transition in gender identification, CSD has established a process to help make the transition safe, respectful, and equitable. To start this process, please contact your school's counselor. The procedure moving forward from that point will be developed jointly by the student and/or guardian(s) in collaboration with the school counselor or another professional experienced in this area.


Where does CSD stand on Transgender athletes and SB 435?

High school-based athletics programs are part of a broad educational curriculum and their focus should be on enabling participation – not restricting it – for all students. CSD believes that all young people should have the opportunity to play recreational sports and have their dignity and humanity respected; this includes young people who are transgender, gender-fluid, or who embody any other non-cisgender identity. Because gender expansive young people are often confronted with such significant stigmas and challenges, we believe particular harm may be inflicted by excluding such students from the significant physical, mental, and social benefits that young people gain by playing recreational sports. The impact of such discrimination would be unethical, unequitable, and could cause lifelong psychological harm.

SB 435 purports that it should be unlawful for public or private schools whose students compete against a public school to operate athletic programs that permit a person whose birth gender is male to participate in an athletic program designated for females. If this bill were to become law, Georgia would be casting students with transgender identities down a problematic, slippery slope that leads to marginalization, ostracism, and exile. The bill is inappropriate at its root; because it provides an outdated definition of gender as strictly a person's biological sex, based on a person's reproductive biology and genetics at birth, instead of acknowledging factors of expression, identity, and non-definitive sexual orientation/gender fluidity that coalesce to provide a more contemporary, appropriate definition of gender.

SB 435 is also inappropriate considering its inevitable outcomes. Recent research (GLSEN, 2019) indicates that discrimination already prevents many transgender students from participating in school sports fully and safely. According to this research, school officials often see transgender students’ interest in participating in sports according to their affirmed gender identity as disruptive and engage in inappropriate practices, such as requiring them to use locker rooms and bathrooms that correspond to their gender assigned at birth. This can result in a hostile, even dangerous school climate and discourage student participation in sports. Further, such behavior normalizes anti-trans sentiment by institutionalizing discrimination against trans youth as well as by validating problematic narratives about what it means to be trans. For example, the notion that some “boys might claim to be girls” in order to gain an advantage in girls’ sports competitions or access girls’ locker rooms as sexual predators reflects a fundamental misunderstanding of what it means to identify as trans and engage in gender transition. Hostile school climates that validate inappropriate understandings of gender have debilitating effects on gender-expansive students’ academic success and mental health and have even led to student self-harm.

Fortunately, school leaders and policy-makers across the US are becoming increasingly aware of their responsibilities to ensure that young transgender athletes have access to athletic teams according to their affirmed gender identity and assure that these students’ lives and well-being are safe in locker rooms and on the playing field. City Schools of Decatur opposes SB 435 and, instead, affirms that permitting transgender children and gender-expansive youth to participate in recreational sports in a way that affirms their gender identity provides an enormous boost to student self-confidence and self-esteem and provides students with positive experiences that will bolster them in all other areas of their lives.

For More Information

Model Policy for Transgender Students on High School Teams

https://www.transathlete.com/creating-a-high-school-policy

On The Team: Equal Opportunities for Transgender Student-Athletes

http://www.nclrights.org/legal-help-resources/resource/on-the-team-equal-opportunities-for-transgender-student-athletes/

Harsh Realities: The Experiences of Transgender Youth in our Nation’s Schools http://glsen.org/sites/default/files/Harsh%20Realities.pdf

Trans* Athlete

www.transathlete.com

GLSEN School Climate Survey, 2019

www.glsen.org


responses to questions posed by community stakeholders:

FAQs regarding CSD's statement on racial injustice, where are we on the promises we made?

FAQs regarding Decaturish letter from Black Parents Alliance

FAQs regarding 7 Demands made by the Beacon Hill Black Alliance for Human Rights

*For general CSD FAQ information, please visit this page.

Have other questions or comments?

Click here for CSD FAQ's