HomepageISTEEdSurge
Skip to content
ascd logo

Log in to Witsby: ASCD’s Next-Generation Professional Learning and Credentialing Platform
Join ASCD
May 1, 2025
Vol. 82
No. 8
Sponsored Content

Breaking Barriers: Addressing Bias in Education Through High-Quality Lesson Materials

author avatar

Equity
A teacher smiles while sitting in front of a computer with math problem written on a chalkboard in the background
Credit: FG Trade / iStock
Whether implicit or systemic, bias continues to shape many students’ learning experiences and outcomes. From curriculum representation to instructional practices, disparities in access to high-quality learning experiences often limit opportunities for students of color, multilingual learners, and those from under-resourced communities. In her seminal research, Gloria Ladson-Billings highlights how these students frequently encounter lower expectations, fewer enrichment opportunities, and limited access to engaging, technology-integrated learning experiences.
As educators, we have the power to counter these inequities by intentionally integrating inclusive, accessible resources into our teaching. One powerful free tool that can support this work is The Achievery, a free digital learning platform developed by AT&T. The Achievery offers engaging, standards-aligned video lessons designed to help educators access high-quality materials, expand representation, and create inclusive learning environments. This resource can be particularly useful in after-school and out-of-school settings, where access to high-quality materials is often lacking.

Bias in Learning Content and Student Access

Bias in education manifests in multiple ways, reinforcing inequities in learning opportunities. Some common educational biases include:
  • Curriculum Bias: Many instructional materials lack diverse cultural perspectives or reinforce stereotypes, making it harder for students to see themselves in their learning.
  • Access Disparities: Students in underfunded or out-of-school learning environments often have limited exposure to engaging, rich media-based instruction.
  • Instructional Inequities: Lower expectations and one-size-fits-all teaching disproportionately impact marginalized students, hindering their academic success.
Ladson-Billings emphasizes that culturally responsive instruction is more than just adding diverse materials—it requires an intentional shift in how educators teach and engage students. She describes three critical components:
  • Academic Success: Holding high expectations for all students while providing the necessary support to ensure their success.
  • Cultural Competence: Helping students see their own culture reflected in learning while fostering appreciation for other cultures.
  • Critical Consciousness: Encouraging students to analyze and challenge systemic inequities in education and society.
Educators must go beyond surface-level representation and actively create learning environments that affirm students’ identities and equip them with critical thinking skills. One way to do this is by integrating media-rich, engaging, and inclusive educational content.

Deepening Student Learning Opportunities

As an experienced educator, I conduct lesson reviews for The Achievery. I have found that it is both a reliable teaching resource and a catalyst for change. The platform helps educators address bias by:
  • Providing authentic representation. The lessons feature diverse voices, historical narratives, and perspectives often missing in traditional curricula.
  • Increasing accessibility. The platform offers free, high-quality digital content to bridge learning gaps for under-resourced students.
  • Fostering critical thinking. The materials encourage students to actively analyze problems and issues.
Educators can use The Achievery to expand their knowledge base and enrich student learning experiences. Some ways to apply the tool in the classroom include:
  • Incorporating lessons that include contributions of underrepresented figures and promote critical thinking about historical representations.
  • Encouraging student-driven reflections on identity and inclusivity, using guided questions and multimedia storytelling.
  • Using The Achievery’s flexible resources for differentiation, ensuring lessons meet diverse student needs through small-group instruction and independent learning activities.
Rather than being a static resource, The Achievery continually expands its content library, providing up-to-date, relevant materials that educators can use to foster more inclusive and engaging learning experiences.

Empowering Educators to Break Bias in Education

Bias in education is deeply embedded but not unchangeable. By intentionally integrating inclusive materials, fostering critical conversations, and leveraging free, high-quality digital tools like The Achievery, educators can create more equitable, engaging, and empowering learning experiences for all students.
The Achievery provides a structured way for educators to implement culturally responsive teaching strategies and equip students with the tools to recognize and challenge bias. To learn more, visit www.theachievery.com.
End Notes

1 Ladson-Billings, G. (2021). Culturally relevant pedagogy: Asking a different question. Teachers College Press.

2 Ladson-Billings, G. (2022). The dreamkeepers: Successful teachers of African American children, 3rd ed. Jossey-Bass.

Opal Davis Dawson is an author, educational consultant, leadership coach, and award-winning retired PreK–5 public Montessori school principal with nearly 30 years of experience. She is currently Chief Education Officer of Best College Match, offering college coaching services.

While principal, she led the implementation of the Understanding by Design® framework. Dawson also led her school's implementation of professional learning communities (PLCs) to work collaboratively to improve teaching skills and students' academic performance.

Dawson has taught, led, and consulted in Title I and non-Title I schools. She supports school leaders, district leaders, and teachers in planning and implementing improvement initiatives, capacity building, and supporting high academic achievement for diverse student populations and instructional best practices. She has presented on topics such as formative assessment, professional learning communities, classroom management, school culture, and leadership and has worked extensively with educators to adapt protocols for analyzing student work that help them understand the effects of their professional practices and plan their instructional next steps.

UNDERSTANDING BY DESIGN® and UbD® are registered trademarks of Backward Design, LLC used under license.

 

Learn More

ASCD is a community dedicated to educators' professional growth and well-being.

Let us help you put your vision into action.
Related Articles
View all
undefined
Equity
EL Takeaways
Educational Leadership Staff
in 5 days

undefined
The Classroom Every Child Deserves
Michelle Singh
in 5 days

undefined
Tell Us About
Educational Leadership Staff
in 5 days

undefined
How Bias Shapes Who Gets to Teach
Andrea Terrero Gabbadon
in 5 days

undefined
A Formula for Success
Jennifer Glynn
4 weeks ago
Related Articles
EL Takeaways
Educational Leadership Staff
in 5 days

The Classroom Every Child Deserves
Michelle Singh
in 5 days

Tell Us About
Educational Leadership Staff
in 5 days

How Bias Shapes Who Gets to Teach
Andrea Terrero Gabbadon
in 5 days

A Formula for Success
Jennifer Glynn
4 weeks ago
From our issue
Issue cover featuring illustrated adults and students walking around a series of intersecting paths in various colors and the title "Navigating Bias in Teaching & Learning" in bold text
Navigating Bias in Teaching and Learning
Go To Publication