Monitoring Educational Equity (2019) / Chapter Skim
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Systematically collected indicators can allow valid comparisons of schools, districts, and states across a number of important student outcomes. No one indicator by itself can tell the full story, but taken together, a set of indicators can provide a detailed and nuanced picture that can inform and enlighten policy makers, p olicy implementers, state school boards and superintendents, educators, and researchers.
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an expressed intent to remove barriers to education for all students. Educational equity requires that educational opportunity be calibrated to need, which may include additional and tailored resources and supports to create conditions of true educational opportunity (Conclusion 1-3)
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indicators that measure disparities in students' academic achievement and attainment outcomes and engagement in schooling; and (2) indicators that measure equitable access to resources and opportunities, including the structural aspects of school systems that may impact opportunity and exacerbate existing disparities in family and community contexts and contribute to unequal outcomes for students (Conclusion 2-1)
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From an equity perspective, monitoring kindergarten readiness is important because large between-group disparities become apparent well before children enter kindergarten and can have lasting effects. • Indicator 1: Disparities in Academic Readiness • Indicator 2: Disparities in Self-Regulation and Attention Skills Domain B: K–12 Learning and Engagement What students learn and how they perform in school positions them for future success as they progress through the K–12 system and as they pursue postsecondary options.
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SUMMARY 5 TABLE S-1 Proposed Indicators of Educational Equity DOMAIN INDICATORS CONSTRUCTS TO MEASURE A 1 Kindergarten Disparities in Academic Reading/literacy skills Readiness Readiness Numeracy/math skills 2 Disparities in Self-regulation skills Self-Regulation and Attention skills Attention Skills B 3 K–12 Learning Disparities in Attendance/absenteeism and Engagement Engagement in Academic engagement Schooling 4 Disparities in Success in classes Performance in Accumulating credits (being on track to Coursework graduate) Grades, GPA 5 Disparities in Achievement in reading, math, and science Performance on Tests Learning growth in reading, math, and science achievement C 6 Educational Disparities in On-Time On-time graduation Attainment Graduation 7 Disparities in Enrollment in college, entry into the Postsecondary workforce, enlistment in the military Readiness D 8 Extent of Disparities in Students' Concentration of poverty in schools Racial, Ethnic, Exposure to Racial, Racial segregation within and across and Economic Ethnic, and Economic schools Segregation Segregation E 9 Equitable Access Disparities in Access Availability of licensed pre-K programs to High-Quality to and Participation Participation in licensed pre-K programs Early Learning in High-Quality Pre-K Programs Programs continued
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6 MONITORING EDUCATIONAL EQUITY TABLE S-1 Continued DOMAIN INDICATORS CONSTRUCTS TO MEASURE F 10 Equitable Access Disparities in Access to Teachers' years of experience to High-Quality Effective Teaching Teachers' credentials, certification Curricula and Instruction Racial and ethnic diversity of the teaching force 11 Disparities in Access Availability and enrollment in advanced, to and Enrollment in rigorous course work Rigorous Coursework Availability and enrollment in advanced placement, international baccalaureate, and dual enrollment programs Availability and enrollment in gifted and talented programs 12 Disparities in Availability and enrollment in coursework Curricular Breadth in the arts, social sciences, sciences, and technology 13 Disparities in Access to Access to and participation in formalized High-Quality Academic systems of tutoring or other types of Supports academic supports, including special education services and services for English learners G 14 Equitable Access Disparities in School Perceptions of safety, academic support, to Supportive Climate academically focused culture, and teacherSchool and student trust Classroom Environments 15 Disparities in Out-of-school suspensions and expulsions Nonexclusionary Discipline Practices 16 Disparities in Supports for emotional, behavioral, mental, Nonacademic Supports and physical health for Student Success
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In an effort to maximize attention to such investments, the committee's proposed set of indicators includes high-everage focal points that can signal problematic group differences in l achieving key educational outcomes or progress toward overcoming identified disparities. Along with these school-based opportunities, the committee includes indicators of the role of segregation and structural inequity.
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There is widespread agreement 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, the biggest concern is that teachers with more experience and credentials are currently not distributed equally or equitably among schools with different student populations.
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Safe, supportive school environments and access to counseling, as well as referral to social services, are especially important for students who experience chronic stressors outside of school that affect their learning and development. • Indicator 14: Disparities in School Climate • Indicator 15: Disparities in Nonexclusionary Discipline Practices • Indicator 16: Disparities in Nonacademic Supports for Student Success As we note above, the purpose of these proposed indicators is to shed light on differences among students, schools, and their contexts.
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The committee concludes that it is critical to develop methods for reporting and tracking the educational equity indicators we propose. We call for the indicators to be collected on a broad scale across the country with reporting mechanisms designed to regularly and systematically inform stakeholders at the national, state, and local levels about the status of educational equity in the United States.
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The effects of adversity on a child or adolescent depends not only on individual resilience and n atural variations in child development, but also on the child's opportunity for experiences, interventions, and supports that may mitigate or even undo the effects of adversity, both material and psychological. Consequently, learning obstacles resulting from the contexts of children's lives are not student deficits barring success, but student needs in search of appropriate opportunities.
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We suggest that one analogous to the National Assessment Governing Board that partners with the National Center for Education Statistics for NAEP could be a useful model. RECOMMENDATION 6: Public or private funders, or both, should establish an independent entity to govern the committee's proposed educational equity indicators.
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