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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2020. Building Educational Equity Indicator Systems: A Guidebook for States and School Districts. Washington, DC: The National Academies Press. doi: 10.17226/25833.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2020. Building Educational Equity Indicator Systems: A Guidebook for States and School Districts. Washington, DC: The National Academies Press. doi: 10.17226/25833.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2020. Building Educational Equity Indicator Systems: A Guidebook for States and School Districts. Washington, DC: The National Academies Press. doi: 10.17226/25833.
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Suggested Citation:"Front Matter." National Academies of Sciences, Engineering, and Medicine. 2020. Building Educational Equity Indicator Systems: A Guidebook for States and School Districts. Washington, DC: The National Academies Press. doi: 10.17226/25833.
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BUILDING EDUCATIONAL EQUITY INDICATOR SYSTEMS A GUIDEBOOK FOR STATES AND SCHOOL DISTRICTS Natalie Nielsen Based on the National Academies of Sciences, Engineering, and Medicine Consensus Study Report: Monitoring Educational Equity Committee on National Statistics Division of Behavioral and Social Sciences and Education

THE NATIONAL ACADEMIES PRESS 500 Fifth Street, NW Washington, DC 20001 This activity was supported by contracts between the National Academy of Sciences and Proposal No. 10002165/Agreement 58-3AEU-4-0055 as amended from the United States Department of Agriculture, National Agricultural Statistics Service. Any opinions, findings, conclusions, or recommendations ex- pressed in this publication do not necessarily reflect the views of any organization or agency that provided support for the project. International Standard Book Number-13: 978-0-309-67893-3 International Standard Book Number-10: 0-309-67893-5 Digital Object Identifier: https://doi.org/10.17226/25833 Additional copies of this publication are available from the National Academies Press, 500 Fifth Street, NW, Keck 360, Washington, DC 20001; (800) 624-6242 or (202) 334-3313; http://www.nap.edu. Copyright 2020 by the National Academy of Sciences. All rights reserved. Printed in the United States of America Suggested citation: National Academies of Sciences, Engineering, and Medicine. (2020). Building Edu- cational Equity Indicator Systems: A Guidebook for States and School Districts. Washington, DC: The National Academies Press. https://doi.org/10.17226/25833 The National Academy of Sciences was established in 1863 by an Act of Congress, signed by Presi- dent Lincoln, as a private, nongovernmental institution to advise the nation on issues related to science and technology. Members are elected by their peers for outstanding contributions to research. Dr. Marcia McNutt is president. The National Academy of Engineering was established in 1964 under the charter of the National Acad- emy of Sciences to bring the practices of engineering to advising the nation. Members are elected by their peers for extraordinary contributions to engineering. Dr. John L. Anderson is president. The National Academy of Medicine (formerly the Institute of Medicine) was established in 1970 under the character of the National Academy of Sciences to advise the nation on medical and health issues. Members are elected by their peers for distinguished contributions to medicine and health. Dr. Victor J. Dzau is president. The three Academies work together as the National Academies of Sciences, Engineering, and Medicine to provide independent, objective analysis and advice to the nation and conduct other activities to solve com- plex problems and inform public policy decisions. The National Academies also encourage education and research, recognize outstanding contributions to knowledge, and increase public understanding in matters of science, engineering, and medicine. Learn more about the National Academies of Sciences, Engineering, and Medicine at www.nationalacademies.org.

CONTENTS 1 INTRODUCTION INDICATORS OF EQUITY RELATED TO 6 PRE-K EDUCATION INDICATORS OF EQUITY RELATED 11 TO K-12 EDUCATION Indicators of Equity Related to 12 Equitable Access to High-Quality Curricula and Instruction Indicators of Equity Related 18 to Equitable Access to Supportive School and Classroom Environments Indicators of Equity Related to 24 Learning and Engagement INDICATORS OF EQUITY RELATED 29 TO EDUCATIONAL ATTAINMENT DEVELOPING A SYSTEM OF 33 EQUITY INDICATORS: WHAT STATES, DISTRICTS, AND THEIR PARTNERS CAN DO 35 ACKNOWLEDGMENTS

4 | GUIDEBOOK FOR STATES AND SCHOOL DISTRICTS

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How can states and schools use data to support their efforts to improve educational equity? Building Educational Equity Indicator Systems: A Guidebook for States and School Districts, provides information to help state and school district leaders develop ways of tracking educational equity within their preK – 12 systems.

The guidebook expands on the indicators of educational equity identified in the 2019 National Academies report, Monitoring Educational Equity, showing education leaders how they can measure educational equity within their states and school districts. Some of the indicators focus on student outcomes, such as kindergarten readiness or educational attainment, while others focus on student access to opportunities and resources, such as effective instruction and rigorous curriculum. Together, the indicators provide a robust picture of the outcomes and opportunities that are central to educational equity from preK through grade 12.

For each indicator of educational equity identified in the report, the guidebook describes what leaders should measure and what data to use, provides examples of data collection instruments, and offers considerations and challenges to keep in mind. The guidebook is meant to help education leaders catalogue data they already collect and identify new data sources to help them fill gaps.

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