Monitoring Educational Equity (2019) / Chapter Skim
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1 Why Indicators of Educational Equity Are Needed
1 Why Indicators of Educational Equity Are Needed
Pages 13-28
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From page 13... ...
. the doubling of college attendance by 1960; the integration of voca tional and liberal education; the extension of free public education through the first 2 years of college for all youth who can profit from such educa tion; the elimination of racial and religious discrimination; revision of the goals of graduate and professional school education to make them effective in training well-rounded persons as well as research specialists and techni cians; and the expansion of Federal support for higher education through scholarships, fellowships, and general aid.
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From page 14... ...
. There have been many legislative and policy efforts aimed at removing barriers to opportunity for socially and economically disadvantaged groups and holding states and school systems accountable for the academic progress of all of their students (e.g., Title I of the Elementary and Secondary Education Act in 1965 and the No Child Left Behind Act of 2001)
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From page 15... ...
The decision was a major setback for efforts to improve educational opportunities for African American stu dents in these states, given that the separate education facilities provided to them were decidedly inferior to and starved for resources in comparison with the facilities provided for white students. De facto segregation of neighborhoods and schools in other states often had the same result of an inequitable allocation of taxpayer resources for education, while off-reservation day or boarding schools provided by the federal government for Native American students had many drawbacks, and children with disabilities were often warehoused in institutions that provided substandard education.
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From page 16... ...
The 1965 Elementary and Secondary Education Act (ESEA) , part of Presi dent Johnson's War on Poverty, emphasized reducing disparities in educational achievement by providing resources to states and school districts to improve educational opportunities for children in low-income families (Title I)
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From page 17... ...
The 1974 Equal Educational Opportunities Act prohibited states from deny ing equal educational opportunity to students based on gender, race, color, or n ationality. Specifically, states could not allow educational institutions to imple ment intentional segregation, neglect to resolve intentional segregation, force students to attend a school outside their neighborhood that promoted further segregation, discriminate in employing faculty and staff, or fail to remove language barriers that prevented students' equal participation in English classes.
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From page 18... ...
Deep Poverty: Under 50% of Federal Poverty Level (FPL) Poor: Under 100% of FPL Low Income: Underwas more than five times that for white children (Annie E
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From page 19... ...
. 35 1.6 1.6 1.6 30 1.5 1.5 1.4 1.4 1.4 4.0 1.7 3.7 3.8 3.9 1.2 3.4 3.5 3.4 1.7 3.4 25 3.3 5.1 4.8 5.0 5.0 4.9 4.8 4.8 4.7 4.9 20 4.8 PERCENT 15 10 19.6 20.0 20.1 20.3 20.9 21.1 21.3 21.6 21.4 18.5 5 0 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 Spanish Other Indo‐European Asian/Pacific Islander Other FIGURE 1-3 Percentage of children aged birth to 17 with household languages FIGUREthanPercentage 2004-2013.
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From page 20... ...
m The committee's charge is shown in Box 1-4.2 In accordance with this charge, the committee identified a set of key indicators that would measure the extent of disparities in the nation's elementary and secondary education system. Their purpose would not be to track progress toward an aspirational goal measured in the aggregate per se, such as that all students graduate high school within 4 years of entering ninth grade, but to track and shed light on group differences in progress toward that goal, differences in students' family background and other characteristics, and differences in the conditions and structures in the education system 2 The American Educational Research Association, Atlantic Philanthropies, the Ford Foundation, the Spencer Foundation, the U.S.
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From page 21... ...
However, the committee hopes that this report, anchored in the most recent research, will bring a new and heightened level of attention to educational equity. The indicators we suggest document consequential disparities that have the potential to help policy makers, parents, and others improve education policy or practice and support both formal and informal evaluations of effectiveness.
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From page 22... ...
The committee's specific purpose is to develop indicators that document consequential disparities and thus offer insights to policy makers, policy implementers, state school boards, superintendents, educators, researchers, and others to help improve education policy and practice and also to support both formal and informal evaluations of effectiveness. For this pur BOX 1-5 Definitions of Terms Between-group difference: a numerical difference between two or more popula tion groups in any given measure (e.g., test scores, percent proficient, years of education)
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From page 23... ...
However, in our recommendation of measures for inclusion in an education equity indicator system, we do try to focus on which education inequities matter most, based on the historical record of policy preferences revealed in legislation and court decisions and research findings on the consequences for student success in later life. GUIDING CONCLUSIONS The committee's review of research on between-group differences in educational attainment (such as obtaining a diploma or other credential)
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From page 24... ...
Educational equity requires that educational opportunity be calibrated to need, which may include additional and tailored resources and sup ports to create conditions of true educational opportunity. COMMITTEE'S CONCEPTION OF AN INDICATOR SYSTEM The value of an indicator system is that it brings attention to existing conditions, allows one to identify problems, provides a way to explore potential causes of those problems, and points toward actions to alleviate the problems.
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From page 25... ...
In the field of education, school districts typically administer standardized reading assessments at specific grades to monitor how well students are meeting basic benchmarks in reading. Other commonly used education indicators include high school graduation rates, rates of truancy, ratios of teachers to students, and per-pupil expenditures, as well as measures of less quantifiable factors, such as teachers' and students' attitudes.
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From page 26... ...
The summary often triggers further exploration of the detailed data that may, in turn, lead to policy actions, such as extending federal unemployment benefits to workers in high unemployment states. A Possible Example from Education: Yearly Educational Equity Report There are currently no indicators for monitoring the status of educational equity in the same way as the BLS summary does for the employment situation in the country.
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From page 27... ...
COMMITTEE'S APPROACH TO ITS CHARGE The committee conducted a broad review of evidence related to educational equity and educational equity indicators, including: • the types of positive outcomes that are important for the education system to achieve (e.g., readiness for the next level of schooling, opportunities to learn, academic performance, and engagement in school) from pre-kindergarten through the transition to post secondary education or other rewarding pursuits; • school and nonschool inputs and conditions that influence those outcomes; • the extent of disparities in outcomes and in relevant school inputs; • interventions that have been shown to improve outcomes; and • interventions for which, even if evidence is minimal, there is a strong theoretical basis as judged by recognized experts.
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From page 28... ...
Some useful indicators are ready for prime time for the nation, states, school districts, and schools, while others are ready for some but not all levels of aggregation, and still others require additional research and development. Recommendations also address paths forward from the report to a useful and used system of educational equity indicators.
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