Office of Equity and Inclusion
CHCCS Equity Vision and Value Statements
The Chapel Hill – Carrboro City School district is committed to promoting the rights, welfare, and educational needs of all students through high quality, rigorous instruction in order to prepare future leaders for a rapidly changing world. This can only be accomplished in a school culture and climate that ensures that all students and staff are treated in an equitable manner with regard to the social and historical context of marginalized individuals. This includes, but is not limited to, those individuals who may be marginalized due to the following: race, creed, color, national origin, gender, sexual/gender identity, class, socioeconomics, ethnicity, sexual orientation, cognitive/physical ability, diverse language fluency, religion, status as an English Language Learner, marital status, pregnancy, parenthood, or other characteristic protected by federal law. As a district, we will be intentional in our efforts of replacing racism, discrimination, and racial prejudice with attitudes and behaviors that reflect acceptance, compassion, integrity, understanding, fairness, cooperation, and respect. Students and staff within this district must learn and be taught these traits beginning at an early age (students) and throughout their educational tenure (students & staff).
- We envision purposeful action steps designed and implemented to change and reflect upon practices and structures that keep all inequities, including, but not limited to, academic achievement, discipline/behavior, and hiring practice gaps in place while continuously improving the outcomes of all students and staff.
- We envision rigorous instruction through purposeful planning and authentic relationships that will engage all students regardless of ability.
- We envision employees who are well trained and engaged in the implementation of the policies, practices, and procedures required to achieve equity and excellence.
- We envision a school district where student and adult outcomes are not predetermined by any preset criteria, assumptions, or perceptions.
- We believe that the marginalized identities of individuals (race, creed, color, national origin, gender, sexual/gender identity, class, socioeconomics, ethnicity, sexual orientation, cognitive/physical ability, diverse language fluency, religion, status as an English Language Learner, marital status, pregnancy, parenthood, or other characteristic protected by federal law) will not resign them to negative outcomes.
- We believe we must engage our community in acknowledging and understanding the inherent historical, institutional, cultural, and structural aspects of racism in a comprehensive and systematic manner.
We believe that racial inequities and other disparities in our schools can and will be eliminated.
- We believe that equity should and will impact the development and implementation of our policies, practices, and procedures.