Building Educational Equity Indicator Systems A Guidebook for States and School Districts (2020) / Chapter Skim
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INDICATORS OF EQUITY RELATED TO K-12 EDUCATION
INDICATORS OF EQUITY RELATED TO K-12 EDUCATION
Pages 11-28
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From page 11... ...
There will be differences both in what is measured at Educational different grade levels and how it is measured. Equity INDICATOR AREAS: Equitable Access to High-Quality Curricula and Instruction Equitable Access to Supportive School and Classroom Environments Learning and Engagement K-12 Education Indicators | 11
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From page 12... ...
INDICATORS: ♦ Disparities in Access to Effective Teaching ♦ Disparities in Access to and Enrollment in Rigorous Coursework ♦ Disparities in Curricular Breadth ♦ Disparities in Access to High-Quality Academic Supports 12 | GUIDEBOOK FOR STATES AND SCHOOL DISTRICTS
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From page 13... ...
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.
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From page 14... ...
Examples of Data Some Considerations What to Measure What Data to Use Collection Instruments and Challenges Group differences Master schedules for No data collection instru- Defining adequate levels in availability* and course offerings ments needed: indicator of advanced course enrollment^ in: can be based on calcula- offerings advanced, rigorous Course enrollment data tions of existing data coursework, including Developing data elements Course performance related to eligibility honors courses and and course enrollment higher-level math and criteria for placement in history to identify stu- advanced courses and science courses dents who are eligible advanced Placement, programs but not enrolled International Bac calaureate, and dual enrollment programs gifted and talented programs *
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From page 15... ...
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. Examples of Data Some Considerations What to Measure What Data to Use Collection Instruments and Challenges Group differences in School and district master No data collection instru- Defining curricular availability*
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From page 16... ...
The need for these supports is often greater when schools have a relative high concentration of financially disadvantaged students and English learners. Examples of Data Some Considerations What to Measure What Data to Use Collection Instruments and Challenges Group differences in Disaggregated par- No data collection instru- Selecting methods for: access to and partic- ticipation data for ments needed: indicator identifying and track ipation in formalized federal-, state- and can be calculated based ing student needs, systems of tutoring or district-sponsored on existing data determining the other types of academic programs and services adequacy of supports supports, including relative to need special education services Administrative data on and services for English rates of identification in learners various disability catego ries and the restrictive ness of placements (e.g., time spent in separate classrooms or schools)
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From page 17... ...
, Baccalaureate, career and technical education STEAM [science, technology, engineering, and college dual enrollment courses)
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From page 18... ...
See pages 81-86 and 103-110 of Monitoring Educational Equity INDICATORS: ♦ Disparities in Students' Exposure to Racial, Ethnic, and Economic Segregation1 ♦ Disparities in School Climate ♦ Disparities in Nonexclusionary Discipline Practices ♦ Disparities in Nonacademic Supports for Student Success 1 In Monitoring Educational Equity, the extent of racial, ethnic, and economic segregation is its own domain (D)
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From page 19... ...
Examples of Data Some Considerations What to Measure What Data to Use Collection Instruments and Challenges Group differences in Administrative data for No data collection instru- Developing a direct mea exposure to concentrated overall poverty rates in ments needed: indicator sure of poverty poverty in schools schools can be based on calcula tions of existing data Defining what constitutes low, moderate, and high Extent of racial segre- Administrative data for concentrations of poverty gation within and across demographic distribution in schools and districts schools of students: in public schools and school districts in special education and in advanced, general, and career and technical education programs See pages 81-86 and 223-224 of Monitoring Educational Equity for more information related to this indicator. K-12 Education Indicators | 19
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From page 20... ...
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.
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From page 21... ...
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.
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From page 22... ...
Examples of Data Some Considerations What to Measure What Data to Use Collection Instruments and Challenges Group differences in Administrative data for: No data collection instru- Selecting methods for: supports for emotional, students' socioemo- ments needed: indicator identifying and track behavioral, mental, and tional development; can be calculated based ing student needs, physical health emotional, behavioral, on administrative data, determining the and mental health; and but schools and districts adequacy of supports physical health needs at may need to track new relative to need a school and types of data level of supports as related to those needs See pages 108-110 and 229-230 of Monitoring Educational Equity for more information related to this indicator.
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From page 23... ...
Available: https://advancementproject.org/resources/restorative-practices-fostering-healthy-relationships-promoting-positive-discipline-in-schools. National School Climate Center at Ramapo for Children.
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From page 24... ...
Most students who and supporting ultimately drop out go through a gradual process of disengagement, in which research: absences and tardiness increase and grades and interest in school decline. See pages Although engagement in learning is important for all students, the long-term 57-67 of consequences of disengagement and dropping out are more serious for stuMonitoring dents from disadvantaged backgrounds.
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From page 25... ...
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.
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From page 26... ...
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. Examples of Data Some Considerations What to Measure What Data to Use Collection Instruments and Challenges Group differences in Teacher and school data No data collection instru- Ensure that data are success in classes on grades and course ments needed: indicator reportable at a group level passing rates can be based on calcu lations of existing data, Determine which such as 9th grade on-track on-track indicators to Group differences in Administrative data on indicators (used in 11 use and when to begin accumulating credits overall credit accumu state ESSA plans)
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From page 27... ...
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.
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From page 28... ...
4) in Walking a Fine Line: School Climate Surveys in State ESSA Plans.
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