Building Educational Equity Indicator Systems A Guidebook for States and School Districts (2020) / Chapter Skim
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INTRODUCTION
INTRODUCTION
Pages 1-5
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It puts educational equity in the policy spotlight and provides states with an opportunity to bring a systemic perspective to the issue. Increasingly sophisticated educational data systems mean that states, districts, and schools have more capacity than ever before to identify inequities in their systems.
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♦ Include key educational outcomes and access to learning opportunities and resources, because systemic differences in opportunity may contribute to group differences in outcomes and it is necessary to monitor both so that resources can be matched to students' needs. ♦ Are designed to measure differences along key demographic characteristics, STUDENT GROUPS because some population groups have had historically unequal access to OF INTEREST educational opportunity (see box at left)
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measured by perceptions of safety, academic support, No academically focused culture, and teacher-student trust Nonexclusionary discipline Group differences in out-of-school suspensions and Yes practices (opportunity) expulsions Nonacademic supports for Group differences in supports for emotional, behavioral, Yes student success (opportunity)
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Monitoring Educational Equity provides the evidence base and framework for a system of equity indicators that align with children's developmental trajectories and with structural and systemic sources of inequity in the education system. By design, the report does not offer specific and practical suggestions for creating and reporting on a set of indicators.
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WHAT THIS BOOK DOES ♦ Defines each indicator from Monitoring Educational Equity and briefly explains its relevance to equity ♦ Points to specific sections of Monitoring Educational Equity that contain more detailed discussions and references to the supporting research ♦ Describes the components to measure for each indicator ♦ Identifies the types of data that should be collected for each component ♦ Where applicable, provides examples of approaches to measuring certain indicators and of data collection instruments that are in use or could be used ♦ Indicates whether states and districts already collect and report data related to each indicator as part of federal requirements ♦ Identifies some challenges and considerations associated with developing the indicators HOW STATE AND SCHOOL DISTRICT EDUCATION LEADERS CAN USE THIS GUIDEBOOK ♦ Assemble key, internal team members that are addressing different aspects of equity, research, and data collection to focus on developing these educa tional equity indicators ♦ Catalogue data they already collect related to these indicators and other readily available data that are relevant to the indicators ♦ Identify additional data sources and data collection instruments to address gaps relative to the indicators ♦ Begin work to further develop the indicators (e.g., identify the units of mea sure, set statistical thresholds, determine a reporting schedule) Introduction | 5
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