National Academies Press: OpenBook

Building Educational Equity Indicator Systems: A Guidebook for States and School Districts (2020)

Chapter: INDICATORS OF EQUITY RELATED TO K-12 EDUCATION

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Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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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INDICATORS OF EQUITY RELATED TO
K-12 EDUCATION


Schools are an important source of opportunity, but they can also mirror, and even intensify, societal inequalities. As with pre-K education, differential access to educational resources and opportunities from kindergarten through grade 12 can contribute to group differences in educational outcomes and other outcomes throughout people’s lives. To this end, this set of indicators covers both high-leverage opportunities and resources in K-12 education and key educational outcomes from kindergarten through grade 12.

Indicators related to K-12 education are intended to be measured at multiple grade levels as appropriate. There will be differences both in what is measured at different grade levels and how it is measured.


For more detail and supporting research:

See pages 89-103 of Monitoring Educational Equity

Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×

K-12 EDUCATION INDICATORS OF EQUITY RELATED TO
Equitable Access to High-Quality Curricula and Instruction


The interaction between students and teachers—through curriculum, coursework, and instruction—is at the heart of education. Exposure to inspired teaching, challenging coursework, and a rich and broad curriculum is vital for learning and development. There is no widespread agreement on which specific elements of teaching, coursework, and curriculum matter for student outcomes, but there is evidence that these core elements are not distributed in an equitable way—particularly in relation to need. Excellence in academic programming and resources includes not only equitable access to these core elements, but also access to quality academic supports for students who struggle to achieve.


Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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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Indicator:

Disparities in Access to Effective Teaching

There is widespread evidence that teachers are the most important in-school factor contributing to student outcomes, but the research is not as conclusive about which teacher characteristics are associated with effectiveness. From an equity standpoint, a significant concern is that teachers with more experience and credentials are not distributed equitably among schools with different student populations. For example, low-income, black, and Hispanic students are more likely to be taught by beginning teachers, and there are well-documented differences in access to certified teachers for students from different backgrounds. Moreover, while there is growing and compelling evidence that teacher-student racial match has important effects on student outcomes, the teaching workforce in the United States remains far less diverse than the student body.

What to Measure What Data to Use Examples of Data Collection Instruments Some Considerations and Challenges
Group differences in exposure to novice and experienced teachers (proxy for effectiveness) Administrative data on teachers’ years of experience No data collection instruments needed: indicator can be based on calculations of existing data, including states’ and school districts’ existing measures of teacher effectiveness Identify desired levels of teacher diversity and of racial/ethnic match with students
Group differences in access to certified teachers (proxy for effectiveness) Administrative data on teachers’ certification
Racial/ethnic diversity of the teaching force (proxy for effectiveness) Administrative data on demographic characteristics of teachers and the student population

Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×

Indicator:

Disparities in Access to and Enrollment in Rigorous Coursework

Coursework is another central component of academic progress and attainment. Opportunities to successfully enroll in and complete postsecondary education or training depend on access to required preparatory courses starting in middle school, such as access to algebra courses in middle school or the first year of high school and access to Advanced Placement (AP) or International Baccalaureate (IB) courses in high school. Yet not all students have this access. Research has long shown that differences in exposure to challenging courses and instruction contribute to disparities in educational outcomes by race/ethnicity and socioeconomic status. These differences may be especially harmful for students with disabilities and for English learners. Equalizing access to high-quality advanced coursework represents a potential lever for reducing disparities in educational attainment.

What to Measure What Data to Use Examples of Data Collection Instruments Some Considerations and Challenges
Group differences in availability* and enrollment^ in:
  • advanced, rigorous coursework, including honors courses and higher-level math and science courses
  • advanced Placement, International Baccalaureate, and dual enrollment programs
  • gifted and talented programs
Master schedules for course offerings

Course enrollment data

Course performance and course enrollment history to identify students who are eligible but not enrolled
No data collection instruments needed: indicator can be based on calculations of existing data Defining adequate levels of advanced course offerings

Developing data elements related to eligibility criteria for placement in advanced courses and programs

*Availability refers to differences in course offerings across schools in a district and across districts within a state.

^Enrollment refers to the proportion of eligible students from different groups who take these courses or programs compared with the overall demographic distribution in a school or district.

Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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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Indicator:

Disparities in Curricular Breadth

Access to a broad curriculum that includes courses in art, geography, history, civics, technology, music, science, world languages, and other subjects is important to help all students become well-rounded adults. Although it is not known which specific combination of courses is best for students’ long-term outcomes, any educational system that differentially deprives students of exposure to a broad range of subjects is inequitable.

Every state has educational standards for a comprehensive range of subjects that, in theory, contributes to the broad education of all students and fulfills the mission of preparing them to participate in civic society. However, states vary greatly in terms of the emphasis they place on those subjects and the resources they devote to them. Schools under the most pressure to improve test scores for purposes of accountability—which are almost always schools serving high proportions of black, Hispanic, and low-income students—often respond by narrowing the curriculum to focus on reading and mathematics.

What to Measure What Data to Use Examples of Data Collection Instruments Some Considerations and Challenges
Group differences in availability* and enrollment^ in coursework in the arts, social sciences, science, technology, and world languages School and district master schedules

Course enrollment data
No data collection instruments needed: indicator can be based on calculations of existing data Defining curricular breadth

*Availability refers to differences in course offerings across schools in a district and across districts in a state.

^Enrollment refers to the proportion of students from different groups who take these courses compared with the overall demographic distribution in a school or district.

Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×

Indicator:

Disparities in Access to High-Quality Academic Supports

Many students come to school needing additional resources or supports to succeed academically. Some may need services to improve their English proficiency, and others may need special education services to address learning challenges. Still others could benefit from short-term tutoring or other individualized academic supports. School-based academic supports can include a variety of services, such as academic support classes, tutoring, early warning systems, and high school transition activities. The need for these supports is often greater when schools have a relative high concentration of financially disadvantaged students and English learners.

What to Measure What Data to Use Examples of Data Collection Instruments Some Considerations and Challenges
Group differences in access to and participation in formalized systems of tutoring or other types of academic supports, including special education services and services for English learners Disaggregated participation data for federal-, state- and district-sponsored programs and services

Administrative data on rates of identification in various disability categories and the restrictiveness of placements (e.g., time spent in separate classrooms or schools) by group
No data collection instruments needed: indicator can be calculated based on existing data

Selecting methods for:

  • identifying and tracking student needs,
  • determining the adequacy of supports relative to need
Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×

FOR FURTHER READING:


S. Gershenson, C. Hart, C. Lindsay, and N.W. Papageorge. (2017). The Long-Run Impacts of Same-Race Teachers. IZA Discussion Paper No. 10630. Available: https://ssrn.com/abstract=2940620.

U.S. Department of Education. (2013). For Each and Every Child—A Strategy for Education Equity and Excellence. Washington, DC: Author.


Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×

K-12 EDUCATION INDICATORS OF EQUITY RELATED TO
Equitable Access to Supportive School and Classroom Environments


Students need more than effective teachers, challenging courses, and academic supports to thrive academically. They also benefit from opportunities to interact with diverse groups in integrated and racially and culturally diverse schools. And they need physically and emotionally safe learning environments, with a range of supports that address their socioemotional and academic needs. These supports are especially important for students who experience chronic stressors outside of school.


For more detail and supporting research:

See pages 81-86 and 103-110 of Monitoring Educational Equity

Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×

Indicator:

Disparities in Students’ Exposure to Racial, Ethnic, and Economic Segregation

Segregation of students along racial and economic lines poses one of the most formidable barriers to educational equity. Racial and ethnic segregation—as measured by how black and Hispanic students are distributed among public schools and public-school districts—continues to be a problem in U.S. K-12 education. Economic segregation—as measured by how poor and nonpoor students are distributed among U.S. public schools and districts—has also risen steadily since the 1970s. Under conditions of economic segregation, low-income students disproportionately attend schools with high concentrations of other low-income students.

Racial/ethnic and economic segregation are often intertwined and compounded: black and Hispanic students are not only more likely to be from financially disadvantaged families than white non-Hispanic students, but they are also even more likely to be enrolled in schools with large proportions of students from financially disadvantaged families. Schools with high concentrations of students living in poverty often lack the human, material, and curricular resources to meet the academic and socioemotional needs of their populations. Students in those schools have less access to the full range of learning opportunities and resources that can promote their success.

Research has clearly shown that the concentration of poverty in schools and districts is most strongly associated with racial differences in achievement. In places where black or Hispanic students attend schools with higher poverty rates than white students, the white-black and white-Hispanic test score gaps are larger, on average, than in other schools. This combination of racial and economic segregation is more predictive of achievement gaps than racial or economic segregation alone.

What to Measure What Data to Use Examples of Data Collection Instruments Some Considerations and Challenges
Group differences in exposure to concentrated poverty in schools Administrative data for overall poverty rates in schools No data collection instruments needed: indicator can be based on calculations of existing data Developing a direct measure of poverty

Defining what constitutes low, moderate, and high concentrations of poverty in schools and districts
Extent of racial segregation within and across schools

Administrative data for demographic distribution of students:

  • in public schools and school districts
  • in special education and in advanced, general, and career and technical education programs

Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×

Indicator:

Disparities in School Climate

School climate is increasingly recognized as an important influence on many student outcomes. Definitions of school climate vary widely, but in general, “climate” refers to the way that a school feels to students, to adults who work in the buildings, and to family members. A healthy climate links directly to higher achievement, graduation rates, and effective risk prevention. For students who are at risk of dropping out, hostile climates have been linked to depression, low self-esteem, feelings of victimization, and lower academic achievement.

What to Measure What Data to Use Examples of Data Collection Instruments Some Considerations and Challenges
Group differences in access to strong school climates, as measured by perceptions of safety, academic support, academically focused culture, and teacher-student trust Surveys of students, staff, and family members

Observations of school and classroom environments

Reviews of documentation on school conditions and resource availability
School climate survey items from the U.S. Department of Education (available for public use)

School climate surveys from the Chicago Consortium on School Research (free and publicly available)

The California Healthy Kids Survey (available to districts within California and to other states)
Clarifying the aspects of climate that are critical and that should be reflected in data collection instruments

Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×

Indicator:

Disparities in Nonexclusionary Discipline Practices

A school’s approach to student discipline can influence students’ access to equitable learning conditions. Exclusionary discipline policies, such as in- or out-of-school suspension, remove students from the classroom and reduce their opportunities to learn. As a result, these practices can negatively affect student learning and other outcomes. Suspensions are particularly relevant to equity concerns given the large discrepancies in suspension rates across racial/ethnic groups. Overall, black students tend to be subjected to harsher disciplinary consequences than white students, even for the same infractions in the same schools. More broadly, students from underrepresented groups, including students with disabilities, are suspended at disproportionate rates.

In recent years, many U.S. school districts have enacted new approaches to reduce exclusionary disciplinary practices. Many of these approaches can be classified as “restorative practices,” which aim to help students build high-quality relationships and develop conflict-resolution skills. The research on these practices is too limited to use them as an indicator, but administrative data can be used to track teachers’ use of nonexclusionary discipline policies and to document training for teachers to use nonpunitive approaches.

What to Measure What Data to Use Examples of Data Collection Instruments Some Considerations and Challenges
Group differences in out-of-school suspensions and expulsions* Administrative data for suspensions and expulsions No data collection instruments needed: indicator can be based on calculations of existing data Define categories of low, moderate, and high percentages of expelled students in a school

*These data are already collected by districts and reported by states using a common definition.

Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×

Indicator:

Disparities in Nonacademic Supports for Student Success

Beyond academics, schools should provide other supports to help students thrive and enable them to learn to their fullest potential. Such supports might address:

  • Socioemotional development, through specific curricular programs, embedding socioemotional learning practices into curriculum and instruction, or embedding socioemotional development in the school climate.
  • Emotional, behavioral, and mental health needs of students who are exposed to violence and other stressors in their homes and neighborhoods, for example, providing onsite counseling or appropriate referral services that help students respond to the traumas that they face.
  • Physical health, by providing dental or medical screenings for students who otherwise may not have access.

Although research has not yet shown which of these approaches might be most effective in any given context, states, districts, and schools should be providing the types of help that meet the specific needs of their populations. The need for these extra resources increases with the rate at which schools serve students with disabilities, English learners, and students from financially disadvantaged families.

What to Measure What Data to Use Examples of Data Collection Instruments Some Considerations and Challenges
Group differences in supports for emotional, behavioral, mental, and physical health

Administrative data for:

  • students’ socioemotional development; emotional, behavioral, and mental health; and physical health needs at a school and
  • level of supports as related to those needs
No data collection instruments needed: indicator can be calculated based on administrative data, but schools and districts may need to track new types of data

Selecting methods for:

  • identifying and tracking student needs,
  • determining the adequacy of supports relative to need
Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×

FOR FURTHER READING:


Advancement Project. (2014). Restorative Practices: Fostering Healthy Relationships & Promoting Positive Discipline in Schools. Available: https://advancementproject.org/resources/restorative-practices-fostering-healthy-relationships-promoting-positive-discipline-in-schools.

National School Climate Center at Ramapo for Children. School Climate Practice. Available: http://www.schoolclimate.org/publications/practice-briefs.php.

S.F. Reardon. (2016). School segregation and racial academic achievement gaps. RSF: The Russell Sage Foundation Journal of the Social Sciences, 2(5), 34-57.


Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×

K-12 EDUCATION INDICATORS OF EQUITY RELATED TO
LEARNING AND ENGAGEMENT


What students learn and how they perform in school sets them up for continued success from elementary through high school and then and into their postsecondary pursuits. Group differences in learning and performance can reflect the kinds of inequities in the education system discussed above, and they have long-term implications that can limit students from reaching their full potential.

Learning and succeeding in school require active engagement. Engagement is important to monitor from the earliest grades because students who become disengaged are more likely to fail in school and drop out. Most students who ultimately drop out go through a gradual process of disengagement, in which absences and tardiness increase and grades and interest in school decline. Although engagement in learning is important for all students, the long-term consequences of disengagement and dropping out are more serious for students from disadvantaged backgrounds.

For more detail and supporting research:

See pages 57-67 of Monitoring Educational Equity

Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×

Indicator:

Disparities in Engagement in Schooling

Engagement in school refers to a wide range of behaviors that demonstrate a student’s connection to teachers, classmates, academic subjects, and the school. Engagement can be difficult to measure and track over time because it cannot always be observed. Moreover, engagement reflects the interaction of students with their classrooms and schools. For example, the same student will show different levels of engagement in different classes and with different teachers, peers, and subjects. Engagement is commonly measured by behaviors such as attention, attendance, time on homework, preparation for class, class participation, concentration, participation in school-based activities, effort, adherence to classroom rules, and risk behaviors.

Especially in the later grades, absenteeism can indicate disengagement in schooling. Even beginning as early as kindergarten, chronic absenteeism is a growing concern. Many state ESSA plans include chronic absenteeism as an indicator of school quality and student success. Chronic absenteeism is usually defined as missing 15 or more school days or missing more than 10 percent of instructional days in a year.

What to Measure What Data to Use Examples of Data Collection Instruments Some Considerations and Challenges
Group differences in school attendance and absenteeism* Administrative data No data collection instruments needed: this component of the indicator can be based on calculations of existing data
Group differences in academic engagement Student self-report surveys

Checklists completed by teachers

Observations

Interviews
Measures of cognitive engagement (available from the University of Chicago Consortium on School Research)

Student engagement surveys from Indiana University

State-adopted engagement surveys (e.g., Idaho, North Dakota, and South Carolina)

State-developed engagement surveys (e.g., California, New York, and Maryland)
Defining and accurately measuring the aspects of engagement that are relevant to equity

*Data on absenteeism are already collected by districts and reported by states using common definition.

Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×

Indicator:

Disparities in Performance in Coursework

Students’ day-to-day performance in the classes they take is a strong predictor of on-time high school graduation. Poor performance—especially course failure—is a warning sign of dropping out. There are considerable differences by race, gender, family income, and disability status in students’ grades and rates of passing classes. There is also an interaction between the difficulty of the courses students take and their performance in those courses: for instance, students may obtain good grades in courses that are not challenging enough, or they may receive poor grades in more challenging courses for which they are not prepared. This interaction is complicated by differences in the availability of advanced courses. These differences can affect students’ development of competencies across a range of subject areas and their future career options.

Students’ grades and grade point averages (GPAs) are the strongest predictors of whether students will graduate high school: they are more predictive than test scores, attendance, pass rates, demographic factors, or family income. It is important to systematically track grades and GPA beginning in middle school because differences in grades by gender, race/ethnicity, and disability status that show up in middle school and high school are reflected in differences in high school and college completion many years later.

What to Measure What Data to Use Examples of Data Collection Instruments Some Considerations and Challenges
Group differences in success in classes Teacher and school data on grades and course passing rates No data collection instruments needed: indicator can be based on calculations of existing data, such as 9th grade on-track indicators (used in 11 state ESSA plans) Ensure that data are reportable at a group level

Determine which on-track indicators to use and when to begin tracking them
Group differences in accumulating credits (being on track to graduate) Administrative data on overall credit accumulation and on specific courses in which students accumulate credits
Group differences in grades and GPAs Administrative data

Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×

Indicator:

Disparities in Performance on Tests

Standardized student achievement tests have been the central feature of state accountability and reporting systems for decades. Standardized test scores have several features that make them useful for monitoring students’ educational attainment: they can provide a common metric across jurisdictions, measure achievement in subjects that are core to most schools’ missions, and concisely summarize information about student performance. Performing well on standardized tests also can open opportunities for students, including admission to postsecondary institutions and access to scholarships. Persistent between-group differences in test scores are cause for concern because they may reflect differences in opportunities to learn and could signal future inequities in educational attainment.

Documenting between-group differences in performance on tests that are given annually to students at a specific time (e.g., grade 4) provides one type of information needed to monitor the size of the differences over time. These “single point-in-time” (“status”) measures are based on each year’s students in the tested grade (e.g., this year’s 4th grade students). They enable comparisons and provide information about the size of performance gaps among students in that grade from year to year.

In addition to monitoring trends in disparities across different cohorts of students, estimates of progress, or achievement growth, should also be used to track disparities in progress within cohorts of students. Growth measures are based on multiple assessments of the same group of students (e.g., in successive grades) and can be used to monitor performance gaps among students who are exposed to the same curricula and instruction. These assessments can help schools and districts understand whether performance gaps that are observed when students start school shrink or grow as they progress through school. If possible, differences in achievement growth should be measured and reported for mathematics and English language arts in grades 4 through 8.

What to Measure What Data to Use Examples of Data Collection Instruments Some Considerations and Challenges
Group differences in reading, math, and science achievement levels* Average scale scores on standardized measures of achievement for reading, math, and the sciences No data collection instruments needed: this indicator can be based on existing achievement data and the growth models that most states use as accountability indicator for ESSA Using NAEP results to place state test results on a common scale so they can be compared
Group differences in learning growth in reading, math, and science achievement Longitudinal administrative data to calculate growth models

*These data are already collected by districts and reported by states using results from each state’s test.

Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×

FOR FURTHER READING:


E. Allensworth, and K. Clark. (2018). Are GPAs an Inconsistent Measure of Achievement Across High Schools? Examining Assumptions about Grades Versus Standardized Test Scores. https://consortium.uchicago.edu/publications/are-gpas-inconsistent-measure-achievement-across-highschools-examining-assumptions.

J.J. Appleton, S.L. Christenson, and M.J. Furlong. (2008). Student engagement with school: Critical conceptual and methodological issues of the construct. Psychology in the Schools, 45(5), 369-386.


Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×
Page 11
Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×
Page 12
Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×
Page 13
Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×
Page 14
Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×
Page 15
Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×
Page 16
Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×
Page 17
Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×
Page 18
Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×
Page 19
Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×
Page 20
Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×
Page 21
Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×
Page 22
Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×
Page 23
Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×
Page 24
Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×
Page 25
Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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.
×
Page 26
Suggested Citation:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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:"INDICATORS OF EQUITY RELATED TO K-12 EDUCATION." 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 Get This Book
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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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