Monitoring Educational Equity (2019) / Chapter Skim
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6 Paths Forward: Recommendations
6 Paths Forward: Recommendations
Pages 119-128
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From page 119... ...
This targeted set of indicators will shed light on the nature of between-group differences in academic achievement and educational attainment and disparities in access to critical educational resources. In so doing, they will provide a scientific basis for policies to address those inequities.
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From page 120... ...
Therefore, an indicator system close to a researcher's ideal is impossible, although a useful system is possible -- especially if designed for continuous improvement, as we discuss below. Several of our proposed indicators and measures either exist or can be readily constructed from existing data collection systems mandated by federal or state policies; typically, these have the force of law by statute or regulation.
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From page 121... ...
Many, though not all, of the committee's proposed indicators of educational equity are available from existing data collection programs. Not all data sources are collected on an annual basis, however, and data sets vary in the extent to which indicators can be disaggregated by population group, in the unit of analysis (state, district, school, classroom)
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From page 122... ...
A system of equity indicators with its design based on research and consensus would, we believe, be a major advance in the nation's capacity to understand and address ubiquitous disparities in education opportunities and outcomes. This is important for each level of government.
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From page 123... ...
is for the federal government, working with relevant educational intermediaries -- particularly national organizations, such as the National Governors Association, the Council of Chief State School Officers, and the Council of the Great City Schools -- to develop an initial version of the indicator system we propose. (This is somewhat analogous to development of the Common Core State Standards.)
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From page 124... ...
1983: The Educational Testing Service (now, ETS) and Westat win a 5-year grant for NAEP with new design features, including matrix sampling to reduce the burden on students, the use of item response theory for summarizing results on a common scale for students given different test booklets, provision for cation endeavors, such as the Program for International Student Assessment (PISA)
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From page 125... ...
. RECOMMENDATIONS RECOMMENDATION 1: The federal government should coordinate with states, school districts, and educational intermediaries to incor porate the committee's proposed 16 indicators of educational equity into their relevant data collection and reporting activities, strategic priorities, and plans to meet the equity aspects of the Every Student Succeeds Act.
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From page 126... ...
The effects of adversity on a child or adolescent depends not only on individual resilience and natural 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. That is, learning obstacles born of context are not student deficits barring success, but student needs that can be met with appropriate opportunities.
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From page 127... ...
We suggest that one analogous to NAGB, which 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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