1. Equitable Access to Excellent Educators
Federal Grant Programs Conference
October 23, 2017

2. Introduction What is Equitable Access to Excellent Educators?
What is Student Learning Experience (SLE) Report?
How do I use it?
Massachusetts Department of Elementary and Secondary Education

3. What is it? Why is it Important?
Ensuring every student has equitable access to an excellent educator
High minority schools have 8 times as many teachers teaching outside their subject area
A student in a high poverty school is 3 times more likely to have a teacher with an “ineffective” evaluation
Students in high poverty and high minority schools have twice as many first year teachers
Massachusetts Department of Elementary and Secondary Education

4. What is being asked of me?
Districts are required to analyze their data to identify possible equity gaps for subgroups of students:
English Learners
Students with Disabilities
Economically Disadvantaged
Students of Color
Or Teachers:
Experience level
Teaching in their licensed field
Evaluation rating
Massachusetts Department of Elementary and Secondary Education

5. Assurances C-8. ENSURE EQUITY IN PROVISION OF QUALITY EDUCATORS
Identify and address any disparities that result in historically disadvantaged student groups being taught at higher rates than other students by lower rated, inexperienced
Massachusetts Department of Elementary and Secondary Education

6. How do I analyze our equity data?
Use the Student Learning Experience (SLE) report
Look for any equity gaps using the SLE report
If gaps are identified, create an equity plan that addresses the gaps
Massachusetts Department of Elementary and Secondary Education

7. What is a “student learning experience”?
Student learning experience = each time a student is assigned to a teacher
Meagan Steiner
Massachusetts Department of Elementary and Secondary Education

8. Gaps between student subgroups
At-a-glance comparison of gaps in access to teachers
Bars indicate the size of risk ratios: how likely a student group is to be assigned to a teacher with the designated characteristic, compared to students not in that group
Meagan Steiner. The section labeled “COMPARISON OF RISK RATIOS BETWEEN STUDENT SUBGROUPS” provides an at-a-glance comparison of gaps in access to teachers with different characteristics.
Notice that student subgroups are listed on the left.
The bars in the graph indicate the size of risk ratios: how likely a student group is to be assigned to a teacher with the designated characteristics, compared to students not in that group.
Red bars mean a risk ratio is >1.5, which indicates an equity gap. In District A, ELs are 1.61 times as likely as non-ELs to be assigned to teachers rated NI/U.
Note that users can also compare these bar graphs across schools in the disrict.
Red bars mean a risk ratio is >1.5, which indicates an equity gap. In District A, ELLs are 1.61 times as likely as non-ELLs to be assigned to teachers rated NI/U.

9. COMPARISON OF RISK RATIOS BETWEEN STUDENT SUBGROUPS
In the case of District A, we see a trend across these columns: inequitable assignment of ELs, compared to non-ELs.
Meagan Steiner. In the case of District A, we see a trend across these columns: inequitable assignment of ELs, compared to non-ELs.

10. What questions can it answer?
School level: At which schools have students had less access to Proficient/Exemplary teachers?
School & subgroup level: Have the ELs at Middle Schools A & B had different teacher experiences?
Grade level: What are the recent science teacher experiences of the incoming freshman class?
Student level: Which 10 students in 11th grade have had the least experience with highly-rated math teachers?
Meagan Steiner

11. What questions can it answer?
The question to keep in mind:
Do gaps in assignment to teachers mirror gaps in student outcomes?
Meagan Steiner
Massachusetts Department of Elementary and Secondary Education

12. Strategies to Create Equity Plans
Improve educator education opportunities
Improve educator evaluation tools
Focus on student learning experience
Develop and implement the Effective Educator Guidebook for Inclusive Practice
Pilot equity approaches through a Professional Learning Network (PLN)
Find more information here:
Allow teachers to keep health insurance through summer if they resign- encourage them to notify earlier when resigning
Massachusetts Department of Elementary and Secondary Education

13. Example equity plans
Additional professional development resources towards schools where students have had fewer experiences with experienced or effective teachers
Data specialist will strategically place students in particular classrooms
Better calibrate district educator evaluator data
Hire earlier in the season, refine hiring practices
Allow teachers to keep health insurance through summer if they resign- encourage them to notify earlier when resigning
Massachusetts Department of Elementary and Secondary Education

14. Where do I find SLE reports?
Go to EOE Security portal:
(You’ll need your Edwin password!)
Go to Edwin Analytics
Click on “District and School –Unsuppressed”
Click on “Classroom”
Top of the list: “Equitable Access to Educators”
Videos are there too
Massachusetts Department of Elementary and Secondary Education

15. Timeline
Oct Spring 2018: Use the SLE report to determine if any gaps exist
Oct Spring 2018: If gaps exist, create an equity plan to address them
Summer 2018: In the Title I application districts will note if there are equity gaps. If there are gaps, districts will describe their plan to address them.
Summer 2018-Ongoing: districts will implement the equity plan, if applicable.
**Note: While completing the Title I application is NOT the time to learn if there are equity gaps or not. Solutions need to be determined during the upcoming year planning cycle in the spring.
Massachusetts Department of Elementary and Secondary Education

16. Questions?
Massachusetts Department of Elementary and Secondary Education