Data Inform Our Progress toward Equity

Autor/in	Foster, Elizabeth
Titel	Data Inform Our Progress toward Equity
Quelle	In: Learning Professional, 42 (2021) 3, S.18-20 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0276-928X
Schlagwörter	Data Use; Equal Education; Racial Discrimination; Data Analysis; Minority Group Students; COVID-19; Pandemics; Faculty Development; Institutional Evaluation; Outcomes of Education + Suchen Sie Ihr Suchwort? Racial bias; Rassismus; Auswertung; Lernleistung; Schulerfolg
Abstract	Acting to dismantle structural racial inequities begins with identifying and clearly naming the challenges being faced. Data play a powerful role in this process. Several recent publications synthesize data sources, research findings, and expert recommendations to inform and guide equity improvement efforts. A five-part "Statement of the Evidence" volume produced by the Society for Research in Child Development in September 2020 includes two-page summaries of research on students from each of five demographic groups -- American Indian and Alaska Native, Asian American, Black, Latinx, and LGBTQ+ -- in the era of COVID-19. Each brief's discussion of the research about learning challenges among student groups can provide content for professional learning tailored to local context and needs. While the Society for Research in Child Development evidence briefs highlight existing data about inequities for specific marginalized groups of students, a consensus report from the American Educational Research Association and the National Academies provides a framework of indicators that educators can use to monitor equity in their own systems. "Monitoring Educational Equity" recommends ways for districts to measure both access to learning opportunities and progress toward student outcomes. The goal is to provide a comparable set of indicators that decision-makers can use to benchmark within and across systems and collaboratively measure progress. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01