How the Practices of Schools of Opportunity Illustrate Recent Research on Learning

3 of 24 After the Schools of Opportunity recognition program went into hiatus at the outset of the COVID-19 pandemic in 2020, the lessons from the program were collected into a book, Schools of Opportunity: 10 Research-Based Models of Equity in Action.2 Each of the book’s 10 core chapters focuses on one of the 10 criteria used to select Schools of. [...] The culture of a particular school can shape the types of knowledge and skills valued and transmitted, and thus define the roles and ex- pectations of students and teachers while determining spaces and resources for students. [...] The authors explain that in addition to individual identities and cultural practices, learning pathways “include enactments of privilege and marginalization that structure access to and position various types of learning and students relative to dynamics of power (e.g. [...] After the students gave a presentation to the history department on what they had learned and possible remedies to long-standing problems in the curriculum (specifical- ly, the lack of meaningful engagement with the histories of Black, Latine, and Indigenous populations), the entire department traveled to the NMAAHC. [...] After changes to the curriculum were solidified in subsequent meetings, the students and history teachers presented the planned curriculum changes to the rest of the faculty.