Monitoring Educational Equity (2019) / Chapter Skim
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2 Committee's Framework for Indicators of Educational Equity
2 Committee's Framework for Indicators of Educational Equity
Pages 29-40
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From page 29... ...
. States are working to develop and incorporate equity indicators in their required plans, while the federal government is working to review and approve state plans.
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From page 30... ...
.1 Designed to track educational achievement over time, NAEP has reported reading and mathematics achievement results for students aged 9, 13, and 17 since 1971. Although not usually referred to as a system of equity indicators, NAEP has highlighted the achievement gaps among the nation's students.
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From page 31... ...
Casey Foundation draws from these data to prepare its Kids Count reports; more recently, the foundation uses the data to monitor and evaluate educational equity in a series of reports, Race for Results: Building a Path to Opportunity for All Children. Another user is the Federal Interagency Forum on Child and Family Statistics, which annually publishes America's Children: Key National Indicators of Well-Being.
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From page 32... ...
The CRDC also provides ready access through a search feature to three special reports for school districts and schools: English Learner Report, Discipline Report, and Educational Equity Report: they are provided in Excel spreadsheets. The search feature allows users to generate state, district, and school reports of user-selected data elements disaggregated by user-specified demographics.
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From page 33... ...
U.S. Department of Education, Office of Civil Rights: Civil Rights Data Collection First Look Issue Briefs and Special Reports In a related vein, we considered whether an equity indicator system has already been created, in effect, by the data collection and "report card" obligations states face under the federal Every Student Succeeds Act of 2015 (ESSA)
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From page 34... ...
Casey Foundation and Child Trends; and • government agencies that collect relevant data, such as the CRDC, the Census Bureau, and NCES. As noted above, equity is a prominent focus for education policy makers and, in turn, for those who implement policy.
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From page 35... ...
Thus, the committee reasoned, attention to p arsimony -- while challenging in a research-driven exercise -- would be a valuable contribution to the cacophonous discussion of how best to define and gauge educational equity. CONSIDERATIONS IN DETERMINING KEY EQUITY INDICATORS To be effective, a system of equity indicators should provide information that users view as important, credible, and valuable.
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From page 36... ...
In the indicator system we propose, we do not attempt to address the societal factors that underlie these differences, but we are aware that family and neighborhood factors play important roles in the educational resources available to students. The indicator system should include measures to evaluate and monitor availability of resources that bear on school learning, such as experienced teachers, safe schools, and strong curricula.
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From page 37... ...
CONCLUSION 2-2: To ensure that the pursuit of equity encompasses both the goals to which the nation aspires for its children and the mech anisms to attain those goals, a system of educational equity indicators should balance breadth of coverage with specificity to the appropriate stages of child development and to relevant groups facing disparity. It should also balance consistency across time and place with sensitivity to temporal and geographic context.
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From page 38... ...
CONCLUSION 2-3: Existing data collection programs and related pub lications present a mixed picture with regard to their ability to support the committee's proposed set of K–12 educational equity indicators. PROPOSED INDICATORS Indicators of Disparities in Student Outcomes The committee's charge calls for us to identify equity indicators for pre-K to grade 12 and then on to the transition to postsecondary education and work.
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From page 39... ...
• Domain A: Kindergarten Readiness • Domain B: K–12 Learning and Engagement • Domain C: Educational Attainment Indicators of Disparities in Access to Educational Opportunities Societal conditions such as income inequality and residential segregation intersect with the educational process in ways that have profound implications for efforts to reduce group disparities in educational progress, achievement, and attainment. These conditions lead to disparities in the resources that are available to support children's learning and development in their families, schools, and neighborhoods.
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From page 40... ...
Schools cannot be expected to address the root causes of income inequality, residential segregation, or structural racism, but as long as these conditions exist, schools and school systems must grapple with their effects. Without meaningful actions on the part of schools, communities, and states, the education system will simply replicate societal disparities.
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