Monitoring Educational Equity (2019) / Chapter Skim
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Appendix C: Data and Methodological Opportunities and Challenges for Developing K12 Educational Equity Indicators
Appendix C: Data and Methodological Opportunities and Challenges for Developing K12 Educational Equity Indicators
Pages 217-230
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DOMAIN A: KINDERGARTEN READINESS The research literature amply supports the importance of kindergarten readiness, both academically and behaviorally, for children's continued educational success (see Chapter 4)
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Because of small sample sizes, the NCES longitudinal surveys program itself is able to provide only national estimates; also, entering kinder garten students are tested only periodically as samples for new cohorts are drawn. The national portrait of equity on early literacy and numeracy skills provided by ECLS-K:2011 tests could form a model for continued, standardized testing nationwide.
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Based on this work, the AIR center offers tested survey instruments and a data reporting platform to states, school districts, and schools to survey school climate as seen by 5th- to 12th-grade students, staff, and parents. The center maintains a list with links to school climate surveys conducted by states, and NCES itself plans to conduct a national-level survey.
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. 4 The Council of the Great City Schools includes credit for algebra I in middle school in its Academic Key Performance Indicators based on a survey of its members (see Appendix B, Table B-3)
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For purposes of an ongoing educational equity indicator system, there would be a need to periodically review the calibrations to take account of changes in state tests. Another issue for presentation of measures is how best to display the results: for example, in terms of the percentage of 5 The Council of the Great City Schools includes participation in and passing of AP courses in its Academic Key Performance Indicators based on a survey of its members (see Appendix B, Table B-3)
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. Indicator 6: Disparities in On-Time Graduation The current standard for measuring high school graduation rates, developed by NCES after research and consultation with stakeholders and introduced for the 2010-2011 school year, is the adjusted cohort graduation rate (ACGR)
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. This measure, however, is less and less useful for this purpose for several easons: the eligibility thresholds for reduced-price and free lunches are r 185 percent and 130 percent, respectively, of the official poverty threshold; the percentage of enrolled students may vary as a function of the outreach and encouragement of each school and district to eligible families; enrollment tends to drop off with age due to stigma for older students; and more and more schools and districts are taking advantage of a provision in the NSLP program to provide free lunches to all students in schools with high percentages of eligible students in order to reduce the burden and stigma of application and verification.6 What would be preferable for schools is a direct measure of the percentage of poor students to use to assign schools to a few categories -- say, low, medium, and high percentages of poor students, tagged as, say, "little poverty," "less concentrated poverty," and "highly concentrated poverty." Then, for multi-school districts, states, and the nation, the measure would 6 See https://nces.ed.gov/blogs/nces/post/free-or-reduced-price-lunch-a-proxy-for-poverty.
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-- or estimates constructed using SAIPE methods -- to categorize schools where the attendance boundaries closely overlap the geographic areas recognized in the ACS.7 A related method, which would categorize all schools, would be to provide address information for students attending a school to the Census Bureau to keep secure and use to model the school's poverty percentage using ACS and administrative records data. For racial segregation within and across schools, there are extensive data available in virtually every data set the committee reviewed (see Appendix A)
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Corresponding measures for multi-school districts, states, and the nation would be the percentage of students in each group of interest attending schools with effective teachers. For example, a measure might be the percentage of students attending schools that have low, moderate, or high percentages of teachers with at least a specified number of years teaching.
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As the committee concluded, although it is not known which specific combination of courses is best for students' long-term outcomes, no educational system should differentially deprive students of exposure to a broad range of subjects. A measure of curricular breadth could be developed by examining state standards for subject offerings and determining the extent to which schools serving less advantaged students either do not offer some kinds of courses at all (e.g., social studies, art, a broad range of languages)
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Indicator 13: Disparities in Access to High-Quality Academic Supports In addition to effective teaching, access to rigorous coursework, and curricular breadth, it is important for schools and districts to provide high-quality academic interventions and support, such as supplemental tutoring, enrichment programs or activities, additional instructional time, and personalized academic counseling, including college and career counseling. In addition, it is important for English-language learners and students with disabilities to receive the most appropriate mix of core and specialized instruction and not be isolated in instructional ghettos.
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As such, they represent limited measures of school climate. More robust measures that capture the full spectrum of school climate to use to categorize schools as having, say, a strongly supportive climate, moderately supportive climate, or hostile climate, would require work with the states and the National Center on Safe, Supportive, and Learning Environments to develop survey measures that are as comparable as possible across jurisdictions and feasible to administer at a nationwide scale.
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The CRDC also obtains total salaries funded with state or local funds for support services staff (e.g., 8 The Council of the Great City Schools includes percent of students with out-of-school suspensions by number of days suspended in its Academic Key Performance Indicators based on responses to a survey of its members (see Appendix B, Table B-3)
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funding, start with the statewide average per pupil costs of support staff, determine an average to allocate per nonpoor, non-English-language-learning, and nondisabled students, which would be lower than the overall average, and an average to allocate per poor, English-language-learning, and disabled students, which would be higher than the overall average. Then, determine each school's proportion of extra-needs students and non-extra-needs students, apply the appropriate per pupil dollar amount to each group, and calculate the overall average for the school.
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