One of our roles in schools is to provide equity and access to our students. A report by The Education Trust shows that minority students in Kentucky are not given fair access to rigorous educational programs in our schools.

As school counselors, we often speak about being data-driven. This gives us another opportunity to look at our academic data to decide whether or not our practices of scheduling students into Advanced Placement, International Baccalaureate, Cambridge International or dual credit classes is equitable. What is the makeup of these classes? How do we decide who goes in versus who doesn’t? How can we be intentional with our recruitment efforts of traditionally marginalized students?

To answer these questions and more, join me for a webinar from 1:30 to 2:15 p.m. ET Jan. 31. Use this Google document to register.