1. Section 2 Exposing the disparity Data Review and Equity Audit

2. We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us; we already know more than we need to do that; and whether or not we do it must finally depend on how we feel about the fact that we haven’t so far. Ron Edmonds, 1979

3. So how are we doing? Refer to a TAPR report for your school or district. – Look for possible achievement gaps. – Be sure to review Index 3 & System Safeguards What strengths do you find? What areas of need are revealed? Individually record findings.

4. What does the data reveal? Collect the sticky notes and group like items together. What student groups are struggling the most? What student groups are doing well? What questions emerge? What categories emerge?

5. What questions do the data pose? Willingness to ask questions – and to look for the real answers- gets to the heart of how data can stimulate the school change process. Using Data to Close the Achievement Gap: How to Measure Equity in Our Schools Ruth S. Johnson, 2002

6. Posing good questions As you look at the results of the systems in place at the school/district…. What else do you need to know? What hunches do you have? Want conditions might influence these results?

7. Many factors contribute to a student’s academic performance, including individual characteristics and family and neighborhood experiences. But research suggests that, among school-related factors, teachers matter most. Rand Corporation

8. Public schools… make available different types of educational experiences and curriculum knowledge to students in different social classes… J. Anyon, 1980 Although this may not be intentional

9. Look again Study the performance of the various students groups represented in your school/district – Are there gaps in achievement? – Using Index 3 criteria: How do economically disadvantaged students compare to the all student group? What other students groups are performing significantly below the all student group?

10. Refer back to your questions Considering the differences of outcomes for various student groups – What else might you need to investigate? – Are there conditions within the school environment that might contribute to the gap? – Add to your question bank as needed.

11. For a structured way to investigate school conditions that might contribute to differences in opportunity Equity Audits: A Practical Leadership Tool for Developing Equitable and Excellent Schools Linda Skrla, James Joseph Scheurich, Juanita Garcia and Glenn Nolly Consider an Equity Audit

12. Equity Audit Jigsaw All- Scan introduction and history (pages 133-142) – 1- Review Teacher Quality (pages 142-145) – 2- Review Programmatic Quality (pages 146-148) – 3- Review Achievement Quality (pages 148-150) For each group record: – 3 things you notice – 1 question you still have

13. Teacher Quality Making it real Look at the TAPR and your questions again. Could teacher quality be an influence? What do you need to investigate to find out?

14. Programmatic Quality Making it real Look at the TAPR and your questions again. Could program quality or access be an influence? What do you need to investigate to find out?

15. Achievement Quality Making it real We have already looked at the TAPR Are there other data sets that need to be reviewed? What do you need to investigate to find out?

16. Ideal vs. Current Reality Comparison The results of the Equity Audit Your vision of an ideal school/district What do you find? VS.