Monitoring Educational Equity (2019) / Chapter Skim
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4 Indicators of Disparities in Student Outcomes
4 Indicators of Disparities in Student Outcomes
Pages 51-80
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From page 51... ...
They also offer diagnostic capability: understanding when key inequities arise, narrow, or widen is useful for identifying targeted interventions. Many of our proposed indicators have long formed the bedrock for measuring educational achievement and attainment.
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From page 52... ...
Early childhood experiences set the stage for later academic success. From an equity perspective, monitoring kindergarten readiness is important because large between-group disparities become apparent well before children enter kindergarten (Halle et al., 2009; Howard and Sommers, 2015; Lee and Burkham, 2003)
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From page 53... ...
Studies have consistently found positive associations between measures of children's ability to control and sustain attention with academic gains in the preschool and early elementary school years (Brock et al., 2009; McClelland, Morrison, and Holmes, 2000; Raver et al., 2005)
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From page 54... ...
These are investments that vary by family income level, and they seem to matter. Based on our review of the research, we think that two aspects of school readiness should be included in an equity indicator system: (1)
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From page 55... ...
These figures are between 46 and 142 percent lower than those for children whose parents had completed some college or a vocational program and between 66 and 224 percent lower than those for children whose parents obtained a bachelor's degree.2 • Home language: Children with at least one parent who spoke English were more likely to demonstrate school readiness than those with two parents who did not speak English. In terms of letter recogni tion, 24 percent of children whose parents did not speak English could recognize all 26 letters, compared with 29 percent of children with one parent that spoke English and 41 percent of children with two English-speaking parents.
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From page 56... ...
Studies have consistently found positive associations between measures of children's ability to control and sustain attention and academic gains in the preschool and early elementary school years (Brock et al., 2009; McClelland, Morrison, and Holmes, 2000; Raver et al., 2005)
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From page 57... ...
We also note ongoing work to develop a national-level kindergarten readiness indicator that draws upon the National Survey of Children's Health and that can be disaggregated by race/ ethnicity, income, parental education, and other relevant groups.6 DOMAIN B: K–12 LEARNING AND ENGAGEMENT What students learn and how they perform in school positions them for future success. Course taking, course grades, and scores on tests are ways to measure students' achievement and progress in school, and many kinds of measures are available.
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From page 58... ...
Emotional engagement denotes positive affective school relationships with teachers, classmates, academic subjects, and the school as well as a sense of belonging (Dawes and Larson, 2011; Immordino-Yang, 2016)
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From page 59... ...
and that is correlated with students' rates of passing courses and grade point averages (GPAs) , separate from their test scores and background characteristics (Allensworth and Easton, 2007)
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From page 60... ...
. The Civil Rights Data Collection reported chronic absenteeism rates by population group for the 2015-2016 school year: • Black students were 40 percent more likely to be chronically absent (missing at least 15 days during the school year)
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From page 61... ...
Research has shown that students' day-to-day performance in the classes they take, as represented by their course grades, is a strong predictor of on-time high school graduation, and, likewise, poor performance -- especially course failure -- is a warning sign of dropping out.10 High school course grades are also highly predictive of college grades and college graduation, as discussed below. There are considerable differences by race, gender, income, and disability status in students' grades and rates of passing classes (Jacob, 2002)
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From page 62... ...
. Similarly, pass rates, credit accumulation, and GPAs show considerable between-group differences that reflect students' gender, race, ethnicity, and disability status.
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From page 63... ...
Grades and GPAs Students' grades and GPAs are the strongest predictors of whether students will graduate from high school, showing more predictive power than test scores, attendance, pass rates, demographic factors, or students' families' income. High school GPAs also have the strongest evidence base as an indicator of readiness for college enrollment, college grades, persistence, and college completion (Allensworth and Clark, 2018; Bowen, Chingos, and McPherson, 2009; Camara and Echternacht, 2000; Geiser and Santelices, 2007; Geiser and Studley, 2002; Roderick, Nagaoka, and Allensworth, 2006)
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From page 64... ...
has been the primary way that the public tracks educational progress on a national level. Standardized test scores have several features that make them useful for monitoring students' educational attainment: they can provide a common metric across jurisdictions, they measure achievement in subjects that are core to most schools' missions, and they summarize information about student performance in a concise way.
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From page 65... ...
On the 8th-grade reading assessment, aver age scale scores for these groups were 232 and 271, respectively.13 NAEP allows students with disabilities to test with accommoda tions that are intended to enable them to access the test and to prevent their disability from threatening the validity of scores. • Students who are classified as English learners typically receive lower test scores than native speakers of English.14 These two groups received average scale scores of 246 and 285, respectively, on the 8th-grade math assessment, and scores of 226 and 269 on the 8th-grade reading assessment.
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From page 66... ...
An example of such data is provided in a 2012 study by ACT that examined value-added achievement scores as well as simple change scores between 8th and 12th grades for students taking the ACT and EXPLORE assessments. Both approaches to measuring growth indicated that black and Hispanic students experienced less growth than white and Asian students.
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From page 67... ...
measures of achievement growth, using student-level data if possible, in math and English language arts for students in grades 4 through 8. Together, these two types of measures would provide valuable information about students at a given time, and how their performance changes as they move through the education system.
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From page 68... ...
. Instead, our focus is on what the K–12 education system can monitor and act on to increase equity in postsecondary readiness and matriculation, which may help to improve equity in educational attainment.
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From page 69... ...
Proposed Measures for Indicator 6 The adjusted cohort graduation rate can be used to measure on-time graduation.
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From page 70... ...
. Among these indicators of academic readiness, unweighted high school GPA has the strongest evidence base as an indicator of readiness for college enrollment, college grades, persistence, and completion (Allensworth and Clark, 2018; Bowen, Chingos, and McPherson, 2009; Camara and Echternacht, 2000; Geiser and Santelices, 2007; Geiser and Studley, 2002; Roderick, Nagaoka, and Allensworth, 2006)
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From page 71... ...
. Currently, some districts and states collect these types of information, and state-level FASFA completion data are available.17 Schools should be cultivating and tracking other aspects of college knowledge, but those dimensions are not yet recommended for inclusion in a system of educational equity indicators because their measures are not well developed.
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From page 72... ...
The tables also summarize the extent to which data are ready to develop specific measures of each construct, and if not ready, what is needed. These tables draw on the information on existing data systems in Appendix A, on existing publications that include indicators of education equity in Appendix B, and on our assessment of data and methodological challenges and opportunities for educational equity indicators in Appendix C
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From page 73... ...
100 90 90 80 80 77 73 71 70 71 70 60 50 50 39 40 29 30 28 29 29 28 30 26 25 24 23 23 23 22 23 20 18 18 16 10 10 3 3 4 3 0 1 0 0 0 Not enrolled Enrolled Occupational certificate Associates Degree Bachelors degree Post Secondary Institution Enrollment Status White Black Hispanic Asian Pacific Islander American Indian/Alaska Native Two or more races FIGURE 4-1 Percentage distribution of fall 2009 9th-grade students who had completed high school, by fall 2013 postsecondary enrollment status and by race and ethnicity: 2013.
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From page 74... ...
FIGURE 4-2 Percentage distribution of fall 2009 9th-grade students who had completed high school, by fall 2013 postsecondary enrollment status and socioeconomic status (SES)
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From page 75... ...
a. For immigrant students, indicative of time of entry into the United States to appropriately include/exclude them in equity indicators (e.g., exclude from a high school graduation measure if they arrived only a year before graduation)
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From page 76... ...
Student group detail: Race/ethnicity (based on parents) , gender, whether English spoken at home, whether family received public assistance Possible measures: Average scale score or percentage of students within specified range of average on reading and math assessments conducted at beginning of kindergarten school year Future potential: Use tested assessments in ECLS-K:2011 to develop assessments that are age appropriate and feasible for schools to administer at scale, nationwide and annually Indicator 2: Disparities in Self-Regulation and Attention Skills Self-Regulation Source: NCES ECLS-K:2011 Skills Frequency: One time Attention Skills Geographic detail: Nation (see Indicator 1, above)
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From page 77... ...
Absenteeism (a proxy Frequency: Annual construct for engagement Geographic detail: Nation, states, districts, schools or lack of engagement) Student group detail: Race/ethnicity, gender, English-language status, disability status Grade/level detail: Elementary, middle, secondary, other; schools can be classified by percent students eligible for free or reduced-price lunch Possible measures: Percent students chronically absent above a specified threshold (10 percent or more school days in EDFacts)
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From page 78... ...
; percent increase in students achieving at or above a specified level Comment: States do not use the same assessments or the same number or definitions of achievement levels, so a method is needed to make results comparable -- SEDA has developed correction factors based on NAEP (see Appendix C) NOTES: CRDC, Civil Rights Data Collection; ESSA, Every Student Succeeds Act of 2015; GPA, grade point average; NAEP, National Assessment of Educational Progress; NCES, National Center for Education Statistics; SEDA, Stanford Education Data Archive; SLDS, Statewide Longitudinal Data System.
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From page 79... ...
Graduation Frequency: Annual Geographic detail: Nation, states, districts, high schools High school student group detail: Race/ethnicity, gender, English language status, disability status, economically disadvantaged (typically eligible/not eligible for free or reduced-price lunch) Possible measure: Adjusted Cohort Graduation Rate (ACGR)
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