PRISM believes that educational equity means a quality experience for all learners where they:

• have respect for others;
  
• feel invited to learn;
  
• are connected with the community at large; and
  
• are truly part of a learning community.

Equity for students is enhanced when:

• teachers' disregard preconceived notions of students based on gender, disability or socio-economic status;
  
• it is not only "legislated" but lived; and
  
• it is viewed from broader perspective than money, community or school.

Equitable learning environments can be created when teachers, administrators, students, parents, community members and school board members:

• know their biases and work to counteract them;
  
• work together as part of a learning community to improve equity;
  
• are informed of underrepresented populations in science and mathematics;
  
• create nurturing environments for all students by accommodating students' learning styles, cultural values, ethnic influences, rates of learning and socio-economic influences; and
  
• are committed to having all students learn and succeed.