K-12学术公平工作簿

OVERVIEW When considering how to best serve all students, districts should consider current and historic performancelevels on various academic metrics such as standardized tests, course grades, graduation rates, and participationin advanced and remedial coursework. In particular, districts should examine these data points to determinewhether there are gaps between different sub-populations (e.g., students of different races, students with andwithout disabilities). Identifying such gaps will allow for more equitable distribution of resources and services tosupport the needs of the most disadvantaged students. This workbook will: Guide educators in evaluating different academic data pointsHelp educators understand how performance on these data points may differ by student sub-groupsProvide explanations of key conceptsOffer placeholders to record dataOffer guiding questions to support further discussion REFLECTION QUESTIONS: DEFINING EQUITY Before reviewing any academic outcome data, take approximately ten minutes in small groups to discuss thefollowing questions: •How would you defineequityin your own words? •In considering this definition, how would you describe thecurrent state of equity in yourschool and/or district? •What do you believe is thegreatest source of educational inequitythroughout your school and/or district? WHAT DOES EQUITY LOOK LIKE IN AN EDUCATION SETTING? Equity is a process or setof strategies and supportsto help students achieveequal outcomes. Equity is a process or set of strategies and supports tohelp students achieve equal outcomes. Achieving equaloutcomesand implementing equitable practices arecomplexproblems impacted by many interconnectedschool- and community-based factors. In K-12 educationsettings, the following gaps are often the result of inequitiesthroughout a district. TYPES OF EQUITY GAPS OPPORTUNITY GAPSDifferences in access to educationalresources,programs,and supportamong student groups ACHIEVEMENT GAPS Persistentunequal academic andeducational outcomes among studentgroups in one or more areas EXCELLENCE GAPS DISCIPLINE GAPS Differencesin behavioral outcomesand types of disciplinary resolutionsamong student groups Differencesin advanced academicperformance or “high-level” outcomesamong student groups ATTENDANCE GAPS Differencesin school attendancerates and chronic absenteeism amongstudent groups REFLECTION QUESTIONS What evidenceof any ofthese gaps do you observein your data? What further explorationshould you consider inassessing the extent ofthese gaps? WHAT SOURCES CONTRIBUTE TO DISPROPORTIONATE OUTCOMES? Inequities in various student outcomes stem from a variety of school-based and external sources.Thesesources of inequity may compound for some students while not impacting others. A systemic, data-drivenapproach to addressing these issues requires districts to examine the sources of inequity that impact theirown unique student populations. SCHOOL-BASED INEQUITY SOURCES REFLECTION QUESTION Instruction How can you adaptyour school/district'spractices and procedurestomeet students wheretheyare? Assessment Resources Programming EXTERNAL INEQUITY SOURCES REFLECTION QUESTIONS SocioeconomicsSocietal influencesFamily structuresCultureLanguage How may theseexternal sourcesimpactstudentsdifferently? How do different students’needs changebased onthese external sources? WHAT ROOT CAUSES CONTRIBUTE TO EQUITY GAPS? Educators can consider inequities and disparities in outcomes as a symptom of various root causes.Therefore, they should seek to identify the factors driving specific gaps in services or unequal outcomes. This process of root cause analysis supports districts in directly addressing the underlying causes of thegaps, rather than focusing only on the results that emerge in the data. Educators and administratorscan use theERASE frameworkto guide work around investigating and addressing unequal outcomes,systemic inequities, and root causes. Start with available data around student opportunities and outcomes anddisaggregate these along demographic lines. Produce data sets and visualrepresentations (e.g., infographics) of data that can generate rich discussion. ExamineData Begin with open questions of stakeholders around what they notice and whythey think disparities in outcomes exist. Allow for questioning of deeply heldbeliefs or assumptions to bring different perspectives and experiences intothedialogue. AscertainSolutionsfor RootCauses This can be one of the most difficult steps as it moves from identifying redflag areas to diagnosing problems and identifying meaningful solutions. Looksystemically at available research and best practices targeted at the rootcauses identified through this analysis to ensure that the scope of possibilitiesis known and discussed. At this point, it is important to prioritize both short- and long-term strategies.These may include: additional training or hiring staff; alteration of poli