ACKNOWLEDGMENTS

This guidebook would not have been possible without the support and expertise of many individuals. It owes its existence to the important contribution of the Hewlett Foundation. We particularly thank Kent McGuire (program director, Education), Kevin Crouch (former fellow, Education), and Dara Bevington (program officer, Education).

Special thanks go to the Committee on Developing Indicators of Educational Equity and to the National Academies of Sciences, Engineering, and Medicine staff director of that study, Judy Koenig. Together, their expertise, wisdom, and determination resulted in Monitoring Educational Equity, which is the basis for this guidebook. That report was produced under the guidance and oversight of the Committee on National Statistics at the National Academies.

Several outside experts—including Committee on Developing Indicators of Educational Equity members Chris Edley (chair), Laura Hamilton, and Sean Reardon—provided input that informed the development of this guidebook. We appreciate guidance from Ray Hart (Council of Great City Schools); Annie Holmes (Council of Chief State School Officers); Tara Wallin (The Education Trust); National Center for Education Statistics staff members Ghedam Bairu, Peggy Carr, James Deaton Cristobal DeBrey, Linda Hamilton, Daniel McGrath, Stephen Provasnik, Ross Santy, Marilyn Seastrom, Nancy Sharkey, Tom Snyder, and James Woodworth; and National Forum on Education Statistics Steering Committee members Dean Folkers (Nebraska Department of Education), Marilyn King (Bozeman School District #7, MT,), DeDe Conner (Kentucky Department of Education), Dawn Gessel (Putman County Schools, WV) Gunes Kaplan (Nevada Department of Education), Linda Jenkins (Arkansas Department of Education), Brad McMillan (Wake County Public School System, NC), and Cheryl VanNoy (St. Louis Public Schools, MO).

This guidebook was reviewed in draft form by individuals chosen for their diverse perspectives and technical expertise. The purpose of this independent review is to provide candid and critical comments that will assist the National Academies in making each published report as sound as possible and to ensure

that it meets the institutional standards for quality, objectivity, evidence, and responsiveness to the study charge. The review comments and draft manuscript remain confidential to protect the integrity of the deliberative process.

We thank the following individuals for their review of this report: Edward H. Haertel, School of Education, Stanford University; James J. Kemple, Research Alliance for New York City Schools, Steinhardt School of Culture, Education, and Human Development, New York University; Andrew J. Middlestead, Office of Educational Assessment and Accountability, Michigan Department of Education; Karen Hawley Miles, Education Resources Strategies; and Morgan S. Polikoff, Rossier School of Education, University of Southern California.

Although the reviewers listed above provided many constructive comments and suggestions, they were not asked to endorse the content of this guidebook nor did they see the final draft before its release. The review of this guidebook was overseen by Kristen Harper (Child Trends). She was responsible for making certain that an independent examination of this guidebook was carried out in accordance with the standards of the National Academies and that all review comments were carefully considered. Responsibility for the final content rests entirely with the author and the National Academies.

Thanks are also due to several National Academies staff members. Stuart Elliott and Judy Koenig provided wise counsel and reviewed several drafts with humor and grace. Rebecca Krone applied her considerable design talents to the layout of the guidebook. Genie Grohman’s attentive edits made the book more concise and readable. Kirsten Sampson-Snyder smoothly managed the review process, and Yvonne Wise skillfully shepherded the guidebook through production.

CHRISTOPHER EDLEY, JR. (Chair), School of Law, University of California, Berkeley

ELAINE ALLENSWORTH, UChicago Consortium on School Research, The University of Chicago

ALBERTO CARVALHO, Miami-Dade County Public Schools, Miami, FL

STELLA FLORES, Steinhardt School of Culture, Education, and Human Development, New York University

NANCY GONZALES, College of Liberal Arts and Sciences, Arizona State University

LAURA HAMILTON, RAND Corporation, Pittsburgh, PA

JAMES KEMPLE, The Research Alliance for New York City Schools and Steinhardt School of Culture, Education, and Human Development, New York University

SHARON LEWIS, Council of the Great City Schools, Washington, DC (retired)

MICHAEL J. MACKENZIE, Centre for Research on Children and Families, McGill University, Montreal, Canada

C. KENT MCGUIRE, William and Flora Hewlett Foundation, Menlo Park, CA

SARA MCLANAHAN, Department of Sociology, Princeton University

MEREDITH PHILLIPS, Departments of Public Policy and Sociology, Luskin School of Public Affairs, University of California, Los Angeles

MORGAN POLIKOFF, Rossier School of Education, University of Southern California

SEAN F. REARDON, Graduate School of Education, Stanford University

KAROLYN TYSON, Department of Sociology, University of North Carolina at Chapel Hill

JUDITH KOENIG, Study Director

NATALIE NIELSEN, Senior Program Officer

CONSTANCE F. CITRO, Senior Scholar

KELLY ARRINGTON, Senior Program Assistant

ROBERT M. GROVES, (Chair), Office of the Provost, Department of Mathematics and Statistics, and Department of Sociology, Georgetown University

ANNE C. CASE, Woodrow Wilson School of Public and International Affairs, Princeton University (emerita)

JANET CURRIE, Woodrow Wilson School of Public and International Affairs, Princeton University

DONALD A. DILLMAN, Department of Sociology, Washington State University

DIANA FARRELL, JPMorgan Chase Institute, Washington, DC

ROBERT GOERGE, Chapin Hall at the University of Chicago

HILARY HOYNES, Goldman School of Public Policy, University of California, Berkeley

DANIEL KIFER, Department of Computer Science & Engineering, The Pennsylvania State University

SHARON LOHR, Arizona State University (emerita)

THOMAS L. MESENBOURG, U.S. Census Bureau (retired)

SARAH M. NUSSER, Department of Statistics, Iowa State University

JEROME P. REITER, Department of Statistical Science, Duke University

JUDITH A. SELTZER, Department of Sociology, University of California, Los Angeles

C. MATTHEW SNIPP, School of the Humanities and Sciences, Stanford University

JEANNETTE WING, Data Science Institute and Computer Science Department, Columbia University

BRIAN HARRIS-KOJETIN, Director

CONSTANCE F. CITRO, Senior Scholar

REBECCA KRONE, Program Coordinator

ABOUT THE AUTHOR

Natalie Nielsen is an independent research and evaluation consultant whose work focuses on improving opportunities and outcomes for young people. Before becoming an independent consultant, she spent 5 years at the National Academies of Sciences, Engineering, and Medicine, first as a senior program officer for the Board on Science Education and later as the acting director of the Board on Testing and Assessment. She also served as the director of research at the Business-Higher Education Forum and as a senior researcher at SRI International. Nielsen holds a Ph.D. in education from George Mason University, an M.S. in geological sciences from San Diego State University, and a B.S. in geology from the University of California, Davis.