Until my recent appointment to the Illinois Senate, I was the secretary of the Illinois State Board of Education. That means I was a member of the board at the time we adopted the Culturally Responsive Teaching and Leading Standards. You may have heard about these standards in the news.
The General Assembly’s Joint Committee on Administrative Rules, or JCAR, is expected to take up the issue Tuesday.
Republican lawmakers and various pundits have been rallying opposition to their adoption, using an interpretation that represents a fundamental misunderstanding of educational practices. I would like to offer a more grounded view as someone who has spent 20 years in the field of education, from early childhood through higher education.
The Culturally Responsive Teaching and Leading Standards will equip future educators with data-driven, research-based best practices, so they can more effectively reach all students, regardless of race, language or any other aspect of their identity. In Illinois, more than 52% of students identify as students of color, and dual-language learners make up the fastest growing student population. These standards are a crucial step toward facilitating greater equity for students who have historically been asked to check their culture and language at the school door.
Numerous studies show increased student academic gains — particularly in reading comprehension and math — when learning is linked to what students already know. This is especially true for teachers of color, as the data also show they help close achievement gaps for students of color, a gap that disproportionately affects Black and Latino children. White students outperform Black and Latino students by 30 and 22 points, respectively, with assessments rooted in bias and white privilege.
So when we talk about these standards, we’re ultimately talking about addressing systemic inequities that still exist in the education system. By incorporating the Culturally Responsive Teaching and Leading Standards into educator preparation programs, we are equipping future teachers with the tools they need to improve academic and life outcomes for their students.
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For instance, these standards are particularly relevant for bilingual students. The Consortium for Chicago School Research recently demonstrated that dual-language learners achieve on par and, in some cases, outperform their monolingual peers in core subjects, math, and attendance — with proper and sustained support.
The report, while focused on outcomes, highlights shifts toward a more culturally responsive approach to bilingual education. One example is the Illinois State Board of Education’s Seal of Biliteracy, an award to students who attain proficiency in more than one language. The report also mentions the evolution of terminology used in the classroom, from “limited English proficient” and “English Learner,” which focus on what students do not know, to “dual language learner,” which emphasizes the strengths, skills and cultures that students bring with them.
Attempts at cultural responsiveness, without proper training, can lead to more harm than good. For instance, asking a dual language learner who speaks but does not yet read their home language to translate written words into Spanish for the class may actually lead to embarrassment and not affirmation (a true story relayed to me by a former educator this week).
Culturally responsive practices recognize the unique needs and strengths all students bring into the classroom and adapt to ensure their learning experience is relevant to them. Teaching is a complex and challenging profession. Our educators deserve the best possible preparation. The Culturally Responsive Teaching and Leading Standards will add an essential layer to the skills our teachers need to successfully support all students today.
Cristina Pacione-Zayas is an Illinois state senator representing the 20th District.
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