Human Rights, Equity and Inclusion

We’re committed to creating welcoming, respectful, accessible and equitable environments. This includes working to reduce achievement and opportunity gaps and ensuring all students and staff have the support and tools they need to succeed.

Disproportionality (2020–2021 baseline)

• Black students overrepresented in:
  • Elementary math (DI = 1.94)
  • Suspensions (DI = 1.83)
  • Low positive climate ratings (DI = 1.26)
  • Secondary credit risk (DI = 1.64)
• Indigenous students overrepresented in: 
  • Elementary math (DI = 2.03)
  • Suspensions (DI = 2.22)
  • Low positive climate ratings (DI = 1.24)
  • Secondary credit risk (DI = 1.96)
• Middle Eastern students show overrepresentation across many academic and disciplinary measures: Math DI = 1.22; Grade 9 DI = 1.51; Grades 9–12 DI = 1.51; Suspensions DI = 1.24.
• White and Latino/a/x students are overrepresented in some areas: White Suspensions DI = 1.19; Latino/a/x Math DI = 1.17.
• East Asian and South Asian groups tend to be underrepresented in negative outcomes with East Asian Math DI = 0.39; Language DI = 0.58; Suspension DI = 0.47, and South Asian Math DI = 0.77; Language DI = 0.79; Suspension DI = 0.38.
• Southeast Asian students tend to be overrepresented in credit accumulation outcomes: Grade 9 DI = 1.29; Grades 9–12 DI = 1.29.

Positive Representation (2024-2025)

Elementary

• Visual representation up to 86%
• Class material representation steady: 84%
• Class topics representation lower: 80%

Secondary

• Increases across all indicators (82–79%).

Staff Diversity (2021 Census baseline)

• 114+ languages represented; 40% multi-ethnic; 7% 2S&LGBTQ+; 6% reported a disability.