race and ethnicity task force - office of superintendent ...race and ethnicity student data task...

Race and Ethnicity Student Data Task Force 9:00 a.m. – 4:00 p.m.

October 5, 2016

RESD Task Force Agenda Washington State Capitol Campus

Legislative Building, Columbia Room 416 Sid Snyder Ave SW

Olympia, WA 98504 9:00–10:00 Introductions, Agenda Overview, and Approval of September Meeting Minutes

Homework: Organization Stakeholder Feedback Plan 10:00–10:45 Connecting Data Sets Jim Schmidt, Education Research and Data Center 10:45–11:30 Student Data Trends Kathleen Callahan, Research Analyst II, Title II, Part A and Special Programs 11:30–11:45 Public Comment 11:45–12:00 Break 12:00–1:00 Working Lunch: Draft Survey Review & Draft Handout 1:00–1:45 Discussion: The WHY behind race and ethnicity data? Maria Flores, Director, Title II, Part A and Special Programs 1:45–2:15 ESSA Accountability Workgroups update Maria Flores, Director, Title II, Part A and Special Programs 2:15-3:00 Work Session: Letter to ESSA Consolidated Plan Team 3:00–3:30 Debrief and Future Meeting Planning 3:30–3:45 Public Comment 3:45–4:00 Final Announcements and Conclusion

Race and Ethnicity Student Data Task Force (RESD) October 5, 2016 Meeting Minutes

Members in Attendance Brianne Ramos, Commission on Asian Pacific American Affairs (Pacific Islander) Carlina Brown-Banks, Commission on African American Affairs Dolly Nguyen, Commission on Asian Pacific American Affairs (Asian American) Erica Ferrelli, Office of Superintendent of Public Instruction Erin Okuno, Commission on Asian Pacific Affairs (Asian American) Jim Schmidt, Education and Research Data Center JMarie Johnson-Kola, Parent Teacher Association Maia Espinoza, Commission on Hispanic Affairs Ricardo Sanchez, Commission on Hispanic Affairs Idolina Reta, Human Rights Commission Yasin Abshir, Educational Opportunity Gap Oversight and Accountability Committee (EOGOAC) Staff in Attendance Maria Flores, Director, Title II, Part A, and Special Programs, OSPI Kathleen Callahan, Research Analyst II, Title II, Part A, and Special Programs, OSPI Nickolaus Cox, Administrative Assistant, Title II, Part A, and Special Programs, OSPI Members not in Attendance Bill Craig, Governor’s Office of Indian Affairs Lina Thompson, Commission on Asian Pacific American Affairs (Pacific Islander) Toni William, Commission on African American Affairs Introductions The meeting was called into order at 9:30 a.m. Members proceeded with introductions, agenda overview, and approval of September meeting minutes. Connecting Data Sets Jim Schmidt, Education Research and Data Center

ERDC created in 2007 in Governor’s budget agency (Office of Financial Management) to: o Identify the critical research and policy questions and the data to answer them o Assemble, link, analyze education and workforce data o Provide analysis and research focusing on student transitions o Make data available to the education agencies and institutions o Provide analysis and data that ensure the interests of the education and fiscal

committees of the legislature are served

ERDC mission is to develop longitudinal information spanning early learning through the workforce system in order to facilitate analyses, provide meaningful reports, collaborate on education research, and share data.

Datasets shared with external users contain no direct identifiers and minimum data needed for the project.

Aggregate data has a minimum cell size of ten or is “banded” so that unique combinations cannot be used to identify a person.

Datasets are for: standard reports (e.g. Perkins reporting), state agencies, K12 administrators,

research firms, university researchers.


Student Data Trends Kathleen Callahan, Research Analyst II, Title II, Part A and Special Programs

Disproportionate representation of culturally and linguistically diverse students in special

education programs has been a national concern for nearly four decades.

Since the U.S. first started to sample school districts in 1968, African American students have

been overrepresented in special education programs.

More recent data shows Native American/Alaska Native students and Black/African American

students are overrepresented in special education (U.S Department of Education, 2006).

Important to remember that just because you are an ELL student doesn’t mean that you

couldn’t be in a highly capable program.

In order to qualify for ELL services there is a process and assessments and parents can always

chose not to have their student tested.

A lot of times it is assumed we need to get more data, but a researcher can flip data around to

get more information from the data already collected.

Public Comment Public comment was offered, however, nobody signed up. Working Lunch: Draft Survey Review & Draft Handout

The Task Force discussed the upcoming survey that they are planning to distribute. Below are a few comments based on the draft survey staff presented:

o Specify the district in the survey so we know where they are. If they don’t want to specify their survey then have a list available to pick size (ex. rural, urban, small, medium)

o Add a descriptor explaining was observer identification is o What are the plans to encourage people to take this survey when it is sent out?

Discussion: The WHY behind race and ethnicity data? Maria Flores, Director, Title II, Part A and Special Programs

The Task Force worked on building their future workplan and what to focus on including: o Disaggregating all groups o An implementation plan and guiding principles for use of data

Work Session: Letter to ESSA Consolidated Plan Team

The Task Force bulleted out items on chart paper that they want in the letter that will be sent out to the ESSA Consolidates Plan Team including:

o State up front introduction and educate people on the changing demographics in the state

It is important that people know what students they are serving. o Remind parents that observer identification exists o Add a general statement about how the Task Force supports the disaggregation of data

and its use in data o Communities of color should have the opportunity to provide feedback

Give the ownership of the data back to the people of color who provided the information


Debrief and Future Meeting Planning

At The November meeting staff will provide a finalized version of the RESD Task Force survey.

The Task Force requested time be set aside in the agenda to discuss race/ethnicity disaggregation.

o Staff will provide examples of sub ethnic group breakdowns from different states Public Comment Public comment was offered, however, nobody signed up. With no further business the meeting was adjourned at 3:10 p.m.

Connecting Data Sets

Race and Ethnicity Student Data Task Force

Jim Schmidt

Education Research and Data Center, OFM

October 5, 2016

Washington Learns

• Washington Learns created in 2005 to:– Conduct an intensive study and top-to-bottom review of

Washington’s entire education system.– Make comprehensive recommendations for building an

education system that prepares all Washington students to succeed in a global economy.

• Assignments from Washington Learns:– Create a P-20 Council to track progress towards long-term goals

and improve student transitions through the education system. – OFM will coordinate with the OSPI, the HEC Board, the State

Board for Community and Technical Colleges and the four-year institutions of higher education in developing a longitudinal student data system to support the P-20 Council.

Education Research & Data Center

• ERDC created in 2007 in Governor’s budget agency (Office of Financial Management) to:– Identify the critical research and policy questions and

the data to answer them;– Assemble, link, analyze education and workforce data;– Provide analysis and research focusing on student

transitions;– Make data available to the education agencies and

institutions; and,– Provide analysis and data that ensure the interests of

the education and fiscal committees of the legislature are served.

ERDC MissionTo develop longitudinal information spanning early learning through the

workforce system in order to facilitate analyses, provide meaningful reports, collaborate on education research, and share data.

K-12Postsecondary

EducationWorkforce

Early Learning

Social Services

What is in the P20W data collection?

DEL: Dept of Early Learning

DOC: Dept of Corrections

NSC: National Student Clearinghouse

WSAC – Washington Student Achievement Council

L&I: Labor and Industries

OSPI: Office of Superintendent of Public Instruction

PCHEES: Public Centralized Higher Education Enrollment System

SBCTC: State Board for Community and Technical Colleges

WTECB: Workforce Training and Education Coordinating Board

P-20W Information For Parents, Teachers, Administrators, Planners,

Policy-Makers, ResearchersRoutine Reports, Research Briefs, Ad Hoc

Analyses, Research Datasets, Web Reports

Employment Security

Workforce-Industry, Hours, Earnings

WTECBLic Private Career

Schools

L&IRegistered

Apprenticeships

PCHEESStudents, Courses, Degrees, Majors

OSPIK-12 Students,

Courses, Graduation, Teachers

DELECEAP, ESIT, Providers

NSC Out of state & WA

priv postsecondary

WSACFinancial Aid, College

Bound

DOCInmate Education

SBCTCStudents, Courses,

Completions, Majors

Longitudinal Data Spans the Sectors

Early LearningECEAP (Early ChildhoodEducation andAssistance Program)-- children served-- assessments-- providersESIT (Early Support for Infants and Toddlers)-- children served

K-12-- Enrollment-- Courses, grades-- Programs (ELL, etc.)-- Free/Reduced Meal

Eligibility-- Assessments-- Career & Technical

Education-- Dual credit-- Graduation-- Teachers

Postsecondary--Enrollment, courses

completions-- WA public 4-year

institutions-- Community &

Technical Colleges-- National Student

Clearinghouse-- Apprenticeships -- GED-- Financial aid

CareerEmployment-- Earnings-- Hours worked-- IndustryUnemployment benefits

PostsecondaryEducation &

Training

EarlyLearning

K-12 Career

Education/Training

Employment

P-20W Internal Data Flow

DEL

OFM

Others

SBCTC

OSPI

WSAC

ESD

P20WPre-Stage

P20W

Stage

ETL ETL ETL

P20W ODS

PII

Data

Linking Data Not In P20W System

DEL

OFM

Others

SBCTC

OSPI

WSAC

ESD

P20WPre-

Stage

P20W

Stage

P20W ODS

PII

Data

External

Source

3

External

Crosswalk

File

Research

Dataset

3

How do we protect privacy?

Protecting Personally Identifiable Information (PII) --key function of ERDC’s data warehouse.

Identity-matching in stand-alone, secure database, separate from the rest of the data.

Identity data is also stored separately.

Datasets shared with external users contain no direct identifiers and minimum data needed for the project.

Aggregate data has a minimum cell size of ten or is “banded” so that unique combinations cannot be used to identify a person.

How is the data used?

• Feedback Reports-outcomes of graduates– High School graduates (http://www.erdcdata.wa.gov/hsfb.aspx)

– Postsecondary graduates (http://www.erdcdata.wa.gov/esm.aspx)

• PCHEES Dashboard (http://www.ofm.wa.gov/hied/dashboard/index.html)

• Research reports (http://www.erdc.wa.gov/briefs/)

• Datasets for: standard reports (e.g. Perkins reporting), state agencies, K12 administrators, research firms, university researchers.

http://www.erdcdata.wa.gov/esm.aspx

http://www.ofm.wa.gov/hied/dashboard/index.html

http://www.erdc.wa.gov/briefs/

Collections of Ethnicity Data

Appendix A: Hispanic Data Submissions to PCHEES

CODE DESCRIPTION HISPANIC SUB-GROUP HISPANIC GROUP

700 Argentinian South American Hispanic

701 Bolivian South American Hispanic

706 Chilean South American Hispanic

707 Colombian South American Hispanic

708 Costa Rican Central American Hispanic

711 Ecuatorian (Ecuadorian) South American Hispanic

712 Salvadoran Central American Hispanic

716 Guatemalan Central American Hispanic

718 Honduran Central American Hispanic

723 Nicaraguan Central American Hispanic

734 Uruguayan South American Hispanic

735 Venezuelan South American Hispanic

OSPI Latin American Latin American Hispanic

REQUIRED VALID CODES -- DETAIL

Collections of Race Data

Appendix B: Racial Data Submissions to PCHEES

CODE DESCRIPTION RACE SUB-GROUP RACE GROUP

014 Alaska Athabaskan Alaska Native American Indian or Alaska Native

016 Alaska Haida Alaska Native American Indian or Alaska Native

017 Alaska Tlingit Alaska Native American Indian or Alaska Native

018 Alaska Tsimshian Alaska Native American Indian or Alaska Native

031 Duwamish American Indian (Washington Tribe) American Indian or Alaska Native

032 Kikiallus American Indian (Washington Tribe) American Indian or Alaska Native

055 Chinook American Indian (Washington Tribe) American Indian or Alaska Native

601 Bangladeshi Asian Asian

602 Bhutanese Asian Asian

603 Burmese Asian Asian

617 Sri Lankan Asian Asian

624 Mongolian Asian Asian

634 Maldivian Asian Asian

635 Nepali Asian Asian

639 Madagascar Asian Asian

656 Tahitian Other Pacific Islander Native Hawaiian or Other Pacific Islander

659 Tokelauan Other Pacific Islander Native Hawaiian or Other Pacific Islander


Collections of Race Data

Appendix B: Racial Data Submissions to PCHEES

CODE DESCRIPTION RACE SUB-GROUP RACE GROUP

662 Marshall Islander Other Pacific Islander Native Hawaiian or Other Pacific Islander

663 Palauan Other Pacific Islander Native Hawaiian or Other Pacific Islander

667 Kosraean Other Pacific Islander Native Hawaiian or Other Pacific Islander

670 Ponapean (Pohnpeian) Other Pacific Islander Native Hawaiian or Other Pacific Islander

672 Tarawa Islander Other Pacific Islander Native Hawaiian or Other Pacific Islander

674 Trukese (Chuukese) Other Pacific Islander Native Hawaiian or Other Pacific Islander

675 Yapese Other Pacific Islander Native Hawaiian or Other Pacific Islander

678 Papua New Guinean Other Pacific Islander Native Hawaiian or Other Pacific Islander

679 Solomon Islander Other Pacific Islander Native Hawaiian or Other Pacific Islander

680 Vanuatuan (New Hebrides Islander) Other Pacific Islander Native Hawaiian or Other Pacific Islander

935 Alaska Eskimo (Inupiaq or Yupik) Alaska Native American Indian or Alaska Native

941 Alaska Aleut (Unangan) Alaska Native American Indian or Alaska Native

942 Alaska Alutiiq Alaska Native American Indian or Alaska Native

943 Alaska Eyak Alaska Native American Indian or Alaska Native

944 Snoqualmoo American Indian (Washington Tribe) American Indian or Alaska Native

OSPI Melanesian Other Pacific Islander Native Hawaiian or Other Pacific Islander


Questions?

Jim SchmidtState of Washington

Office of Financial [email protected]

360-902-0595www.erdc.wa.gov

mailto:[email protected]

http://www.erdc.wa.gov/

Student TrendsRace and Ethnicity Student Data Task Force

October 5, 2016

By: Kathleen Callahan

AGENDA

Objective: Understand why race and ethnicity data is important and how it can be used to better serve every student.

• Student Demographics

• Student Trends

• ELL

• FRPL

• SPED

• Disproportionality

• School Discipline Highly Capable Program

18.8%

1.7%

7.1%4.7%

0.9%

61.3%

5.4%

22.4%

1.3%

7.3%4.4%

1.0%

56.1%

7.4%

0%

10%

20%

30%

40%

50%

60%

70%

Hispanic/Latino ofany race

AmericanIndian/Alaskan

Native

Asian Black/AfricanAmerican

NativeHawaiian/OtherPacific Islander

White Two or MoreRaces

Race/Ethnicity of K-12 Students in Washington

2010-2011 2015-2016

31.2%

10.9%

4.7%2.7%

NA

36.7%

12.4%

7.4%

2.0%NA

43.7%

13.1%

8.7%

1.7% 1.6%

44.0%

13.5%

10.8%

1.8%3.1%

0%

5%

10%

15%

20%

25%

30%

35%

40%

45%

50%

Free or Reduced-PriceMeals

Special Education Transitional Bilingual Migrant Section 504

Student Enrollment in Special Programs in Washington

1996-1997 2005-2006 2010-2011 2015-2016

Disproportionality Composition Index

(# of suspended student from X group / Total Number of suspended students)

divided by

(# of students in X group/ Total # of students)

• Numbers greater than 1 indicate the group makes up more of the suspensions/expulsions than

their representation in the population generally

• Numbers less than 1 indicate the group makes up less of the suspensions/expulsion than their

representation in the population generally

2017 Data - ELLELL Non-ELL Total Percent Composition Index

American Indian/Alaskan Native 1,630 13,421 15,051 1% 1.094

Asian 15,524 68,263 83,787 14% 1.872

Black/African American 5,842 43,893 49,735 5% 1.187

Hispanic/Latino of any race(s) 71,812 183,647 255,459 65% 2.840

Native Hawaiian/Other Pacific Islander 2,288 9,550 11,838 2% 1.953

Two or More Races 1,922 84,348 86,270 2% 0.225

White 11,529 603,318 614,847 10% 0.189

Total 110,547 1,006,440 1,116,987 10% 1

2017 Data - FRPLFRPL Non-FRPL Total Percent Composition Index


Asian 22,220 61,567 83,787 5% 0.689




Two or More Races 30,385 55,885 86,270 7% 0.915

White 165,440 449,407 614,847 38% 0.699

Total 429,734 687,253 1,116,987 38% 1

2017 Data - SPEDSPED Non-Sped Total Percent Composition Index


Asian 5,464 78,323 83,787 4% 0.553




Two or More Races 10,282 75,988 86,270 8% 1.010

White 71,870 542,977 614,847 55% 0.991

Total 131,806 985,181 1,116,987 12% 1

Historical Disproportionality in Special

Education

• Disproportionate representation of culturally and linguistically diverse

students in special education programs has been a national concern for

nearly four decades.

• Since the U.S. first started to sample school districts in 1968, African

American students have been overrepresented in special education programs.

• 2006 U.S. Dep. Of Ed Data: Native American/Alaska Native students and

Black/African American students are overrepresented in special education

Black /African

American

AmericanIndian/Ala

skanNative

LowIncome

Nativehawaiian/

OtherPacific

Islander

Two orMoreRaces

Hispanic/Latino

AllStudents

WhiteNon LowIncome

Asian

2013 10.2% 7.3% 6.3% 6.0% 4.6% 5.0% 4.2% 3.5% 2.1% 1.6%

2014 8.6% 6.8% 5.7% 5.4% 4.3% 4.5% 3.8% 3.2% 1.9% 1.3%

2015 8.6% 7.5% 5.9% 5.4% 5.0% 4.5% 3.9% 3.3% 1.9% 1.2%

0.0%

2.0%

4.0%

6.0%

8.0%

10.0%

12.0%

DIS

CIP

LIN

E R

AT

E

WASHINGTON’S DISCIPLINE RATE BY RACE AND SOCIOECONOMIC STATUS FOR 2013, 2014, & 2015

Discipline in Washington

ALL Districts Data: 2015

Race/Ethnicity Composition Index

American Indian/Alaskan Native 1.90

Asian 0.30

Black/African American 2.20

Hispanic/Latino of any race(s) 1.20

Native Hawaiian/Other Pacific Islander 1.40

Two or More Races 1.30

White 0.90

Low Income 1.50

Non Low Income 0.50

Total 1.00

“

”

Although discriminant analysis suggests that disproportionate rates of office referral and suspension

for boys are due to increased rates of misbehavior, no support was found for the hypothesis that

African American students act out more than other students. Rather, African American students

appear to be referred to the office for less serious and more subjective reasons. Coupled with extensive

and highly consistent prior data, these results argue that disproportionate representation of African

Americans in office referrals, suspension and expulsion is evidence of a pervasive and systematic bias

that may well be inherent in the use of exclusionary discipline.

Source: http://www.indiana.edu/~equity/docs/ColorOfDiscipline.pdf

EXCLUSIONARY DISCIPLINE - - - PERVASIVE AND SYSTEMIC BIAS

http://www.indiana.edu/~equity/docs/ColorOfDiscipline.pdf

Washington’s Highly Capable Program

Enrollment Data

2%

7%

4% 22%

1%

7%

57%

District Student Pop.American Indian/AlaskanNative

Asian

Black/African American

Hispanic/Latino of anyrace(s)

Native Hawaiian/OtherPacific Islander

Two or More Races

White

1%

14%2% 9%

0%7%

67%

HiCap Student Pop.

American Indian/AlaskanNative

Asian

Black/African American

Hispanic/Latino of anyrace(s)

Native Hawaiian/OtherPacific Islander

Two or More Races

White

Disproportionality in Highly Capable Program

ALL Districts Data: 2013-2014

Race/Ethnicity HiCap Students All District Students Composition Index

American Indian/Alaskan Native 276 16,081 0.33

Asian 7,848 77,285 1.96

Black/African American 996 47,850 0.40

Hispanic/Latino of any race(s) 4,719 230,959 0.39

Native Hawaiian/Other Pacific Islander 241 10,597 0.44

Two or More Races 4,032 75,954 1.03

White 37,084 608,244 1.18

Grand Total 55,196 1,066,970 1.00

Resources

• OSPI. K-12 Data and Reports (2016):

http://www.k12.wa.us/DataAdmin/PerformanceIndicators/DisciplineRates.aspx

• Racial Disproportionality in School Discipline (2014):

http://kirwaninstitute.osu.edu/wp-content/uploads/2014/02/racial-

disproportionality-schools-02.pdf

• The Color of Discipline: Sources of Racial and Gender Disproportionality in

School Punishment (2000):


http://www.k12.wa.us/DataAdmin/PerformanceIndicators/DisciplineRates.aspx

http://kirwaninstitute.osu.edu/wp-content/uploads/2014/02/racial-disproportionality-schools-02.pdf


APPENDIX

8.5%

2.7%4.8%

77.5%

10.9%

2.7%5.4%

73.4%

14.0%

2.7%5.6%

67.5%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Hispanic Latino of Any Race American Indian/AlaskanNative

Black/African American White


1996-1997 2001-2002 2006-2007

14.7%

2.7%

7.8%5.5%

0.6%

66.2%

16.1%

2.5%

7.9%5.6%

0.9%

63.7%

0%

10%

20%

30%

40%

50%

60%

70%

Hispanic/Latino of anyrace

AmericanIndian/Alaskan Native

Asian Black/African American Native Hawaiian/OtherPacific Islander

White


2007-2008 2009-2010

Draft 1: October 5, 2016

RESD Survey to Schools and School Districts School District Survey 1. Where do you work:

a. School b. District Office

2. Do you provide additional ethnic categories on district wide surveys than what is required by the

state? (Note: State requirements consist of the following categories: (1) Hispanic / Latino of any race (2) Not Hispanic / Latino) [Yes/No/I don’t know response]

a. If yes, which additional ethnic categories are provided? [Written Response]

3. Do you provide additional racial categories on district wide surveys than what is required by the

state? (Note: State requirements consist of the following categories: (1) American Indian/Alaskan

Native; (2) American Indian/Alaskan Native (3) Asian (4) Black/African American; (5) Native

Hawaiian/Other Pacific Islander; (6) White) [Yes/No/I don’t know response]

a. If yes, which additional racial categories are provided? [Written Response]

4. What does your district do when missing data on race/ethnicity is reported by schools in your district? [Written Response]

5. Do you have a district-wide policy on observer identification? [Yes/No/I don’t know response]

a. If yes, what is your district-wide policy on observer identification? [Written Response]

6. Who in your district is accountable for race and ethnicity data? What is their role? [Written Response]

7. What is the process for receiving race/ethnicity data from schools in your district? What are the

benefits and/or challenges of this process? [Written Response] 8. What is the process for reporting district-wide race/ethnicity data to OSPI? What are the benefits

and/or challenges with this process? [Written Response]

9. Does your district provide technical support to schools regarding race/ ethnicity data collection, reporting, and uses? [Yes/No/I don’t know response]

a. If yes, what type of technical support do you provide? [Written Response]

Draft 1: October 5, 2016

School Survey 1. Where do you work?

a. School b. District Office

2. Does your school provide additional ethnic categories on school-wide surveys than what is required

by the state? Note: State requirements consist of the following categories: (1) Hispanic / Latino of any race (2) Not Hispanic / Latino) [Yes/No/I don’t know response]

a. If yes, which additional ethnic categories are provided? [Written Response]

3. Do you provide more racial categories on school-wide surveys than what is required by the state?

(Note: State requirements consist of the following categories: (1) American Indian/Alaskan Native;

(2) American Indian/Alaskan Native (3) Asian (4) Black/African American; (5) Native Hawaiian/Other

Pacific Islander; (6) White) [Yes/No/I don’t know response]

a. If yes, which extra racial categories are provided? [Written Response]

4. What forms (if any) does your school give to families regarding race and ethnicity data collection, reporting, and usages? [Written Response]

5. How does your school respond if students/parents do not report their race and/or ethnicity?

[Written Response] 6. Do you have a school-wide policy on observer identification? [Yes/No/I don’t know response]

a. If yes, what is the policy? [Written Response]

7. Who at your school is accountable for race/ethnicity data? What is their role? [Written Response]

8. What is the process for reporting school-wide race/ethnicity data to your school district? What are the benefits and/or challenges with this process? [Written Response]

9. Does your school receive technical support from the school district when collecting data on

race/ethnicity? [Yes/No/I don’t know]

a. If yes, what type of technical support is received? [Written Response]

Race and Ethnicity Student

Data Task Force (RESD)

“Elevator pitch for RESD Task Force”

The RESD Task Force is preparing to release a survey

and needs your input! To sign up for email alerts and

to make sure you receive the survey please go to:

www.k12.wa.us/Workgroups/RET






















RESD Elevator Pitch Why is the Race/Ethnicity Student Data Taskforce important? Based on our discussion at the last meeting, we have put together a couple of 'elevator pitches' to express why the work of RESD is important. At the meeting, each committee member explained why the work of RESD is important to them on a personal level, as well as why it is important for the committee they are representing. From this discussion, we came up with five major themes: (1) Equity; (2) Systemic Change; (3) Advocacy; (4) Serving Communities (5) Combination of all the above. Staff has written a different elevator pitch for each theme, and would like your feedback on each. Please rate each sentence below, and feel free to write any edits or suggestions in the text box areas. Option 1: Equity The Race and Ethnicity Student Data Taskforce is an equity-driven committee, tasked to develop race and ethnicity data collection guidance for the state. We seek to create a statewide system that uses disaggregated data in ways that will help school communities to better serve and support their students and families. Option 2: Systemic Changes The Race and Ethnicity Student Data Taskforce seeks to address unjust structures and resolve racial disparities within our educational structure by proposing an effective accountability system for how we collect, report, and utilize race and ethnicity data at the school, school district, and state level. Option 3: Advocacy The Race and Ethnicity Student Data Taskforce is committed to creating a school system that utilizes data on race and ethnicity in ways that address disparities, and advocate for underserved populations. Option 4: Serving Communities The Race and Ethnicity Student Data Taskforce is working to create a system where data on race and ethnicity is transparent, culturally competent, and utilized to serve all students, parents, and communities. Option 5: Combination The Race and Ethnicity Student Data Taskforce is committed to making recommendations about how race and ethnicity data should be collected, reported, and utilized at the school, school district, and state level. Through these recommendations, RESD seeks to (1) promote equity; (2) create systemic change; (3) advocate for racial and ethnic underserved populations; and (4) better serve all communities in Washington.

AUG

#1

SEP

#2

OCT

#3

NOV

#4

DEC

#5

JAN

#6

FEB

#7

MAR

#8

APR

#9

MAY

#10

JUN

#11

SEPTEMBER 7 OCTOBER 5

OTHER states- analysis

District examples- currently doing (scan- to inform survey about practices)

OSPI-CEDARS- existing guidance and training

CENSUS and American Community Survey HOMEWORK: = links to reports SEND MAILING LIST-

Education Research and Data Center (data sets)

Ethnic /org report out

Trends- demographic, student outcome, disproportionality

(backwards and forward- gaps by how the race/ethnicity data is collected)

School districts/schools- 1st draft of the survey – data collection

Why? Faclitated discussion- the gaps, the uses, the needs, benefit to communities

ESSA report- report card, family, accountability workgroups-

Work session letter to ESSA consolidated plan team

NOVEMBER 2 DECEMBER 7

2nd draft-School district data survey draft (staff develop- review)

Office of Civil Rights and Human Rights Commission (civil rights compliance)

1st draft- stakeholder engagement plan (families, broader racial and ethnic community)

Finalize survey in December

Progress report- summary

JANUARY 4 FEBRUARY 1

School districts/schools –send out

Panel- from communities of color, programs at state, school districts, families

MARCH 1 APRIL 5

MAY 3 JUNE 7

race and ethnicity task force - office of superintendent ...race and ethnicity student data task...

Documents