School climate action research: Case study in addressing racial inequities

Jason Johnston Mariolga Reyes Cruz

Andrea Gonzalez Jeana DeckerSascha Meinrath Erica MattisonAndrew Rasmussen Megan Radek

Amanda ReidNatasha Watkins

Overview

Historical background Peterkin Equity Audit Why study perceived school climate? Summary of climate study process Summary of climate study results Conclusions / Recommendations District Responses New Ethnographic Research

General History August 1996

Office of Civil Rights initiated a proactive compliance review. January 1997

Complaint filed with OCR against the district. It alleged discriminatory and illegal practices surrounding student assignment, within-school segregation of students, student discipline, and staff hiring. OCR incorporated these allegations into their compliance review. OCR results lead to Peterkin audit.

September 1997 District reached agreement with complainants on student

assignment issues through the development of a "controlled choice" plan.

General History (continued)

July 1998 District reached agreement with complainants on issues related to

equity. Peterkin audit presented to the Board of Education.

September 1998 District signed Resolution Agreement with the Office of Civil Rights. This agreement, among many other things, called for a study of

the school climate.

July 2000 Suit filed in Federal court .

Peterkin Equity Audit

During 1997, the Board of Education of Unit #4 resolved to examine the district to better understand and evaluate the performance of the schools.

It was determined that this examination should focus on the ability of all students in the district to share equitably in the opportunities offered.

OCR & Peterkin Audits Focus on Six Major Areas

Enrollment, Mobility, & Attendance Gifted, Talented, & Advanced Placement Programs Special Education Discipline & Suspensions Student Achievement Staffing & Hiring

Enrollment, Mobility, & Attendance

Finding There is a drop-off in African American enrollment

from 38% in elementary to 23% in high school There is a drop-off in African Americans’

attendance across school levels, from a mean of 171 days/year among elementary students, 168 middle, and 159 high school.

Bottom 10% of all students missed 18 or more school days, with 10% of African American students missing 36 days or more.

Peterkin Equity Findings - Gifted

1995-1996 School Year: Giftedness—Elementary School

Elementary school population

69%Non

AfricanAmerican

31% African

American

Gifted population

99% Non African

American

1% African

American

Peterkin Equity Findings - A.P.

1992-1993 School Year: Advanced Placement—High School

High school A.P. population

8% African

American Advanced Placement students

92% Non

African American

High school student population

71%Non African American

29% African-

American

Peterkin Equity Findings

1993-1996 Entire student population

68% Non

African American

32% African

American

1993-1996: District-wide cases of Special education and behavior/emotional disordered classification

44%61%

39%56%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Special education Behavior/emotionaldisordered% Non African American

% African American

Peterkin Equity Findings - Discipline

1996-1997 Entire student population

68% Non

African American

32% African

American

1996-1997 School Year: Discipline—District-wide

1996-1997 Suspension rates

37% Non

African American 63%

African American

Peterkin Equity Findings - Dropout

1992-1993 School Year: Dropout and Graduation Rates

1992-1993 High school student population

71% Non African American

29% African

American

1992-1993 Dropout rates

48% Non African American

52% African

American

In 1992-1993, 94% of African American students graduated high school.

Peterkin Equity Findings - Staffing

1996-1997 School Year: Equity in Staff Representation

1996-1997 Entire student population

68% Non African American

32% African

American

1996-1997 Teaching staff

91% Non African American

9% African

American

Similarly, African Americans only made up 18% of the administrative staff in this school year.

Why Study Perceived School Climate?

Negative student perceptions of the school climate are associated with:

Poor scholastic achievement Higher rates of behavioral difficulties Higher rates of absenteeism / drop-out Lower levels of school satisfaction Lower levels of student self-esteem

Framing the issues I feel everything that has happened to the Unit

4 schools in the past 2-3 years has been a gross overreaction to a few people’s perception that there is rampant racism in public school

I am saddened by the amount of time, energy and money diverted from the educational process by this controversy. It is distressing that a few attention seeking individuals can detract from the true mission of our schools

Samples

Survey data were collected from: Students:

90% of all 3rd through 12th grade students in attendance on days survey administered (6-12th grade N=3711)

Staff: 75% of all school building staff (N=814)

Parents: 35% of all parents (N=2012)

Fear of talking about race, unfairness and racism

Talking about racism just tends to enlarge the problems evolving around it.

This survey was unhealthy and the one you are giving the students is worse! We … [should not] make children and teachers answer questions that put the idea of unfairness in their heads -- this is sad and whoever thinks this is for the good of Unit 4 needs to think again.

Fear of talking about race, unfairness and racism (cont).

We need to educate by working together for the good of each student rather than trying to find fault…

I think [blacks] are looking for someone to blame…

I felt this [survey] was extremely anti-White. NOW LET’S TALK ABOUT RACISM.

This survey and the very existence of this survey is insulting to our professional staff.

Fear of talking about race, unfairness and racism (cont).

If racism is such an important issue in our schools, why do you want to know my race? Is it really necessary?

Survey Design

Input regarding survey questions was obtained from:

District- and school-level administrators Representatives of the teachers’ union PTA council School board members Champaign students Community leaders

Themes from Community Meetings

The importance of fairness in discipline and academic programs

Beliefs about why some students perform poorly in school (economic, family)

The need to address racial inequities in the district

The importance of community and parent participation in schools

The importance of cultural awareness

Dimensions of Climate Generally Viewed Positively

Influence Trust & Respect School-Parent Contact Importance of Parent Involvement Encouragement of Parent Involvement Barriers to Parent Involvement

Dimensions of Climate Viewed Differently Across Race

Fairness Cultural Understanding Qualities of Desegregated Schools Need for Change

General Fairness

Definition: Perception that all students are treated fairly.

All students are treated well in my school, even if their grades are good or bad.

African American students are treated fairly at my school.

My teachers treat students of all races fairly.

Academic Fairness

Definition: Perception that access to academic programs is fair.

African Americans make up 38% of Champaign’s elementary school population and 3% of elementary school gifted and talented enrollment. This shows that African American students are treated unfairly.

Parallel item for special education.

Fairness in Discipline

Definition: Perception that discipline is administered fairly.

African Americans make up one third of Champaign’s student population and almost two thirds of suspensions. This shows that African American students are treated unfairly.

Certain students are unfairly singled out for disciplinary action.

Student Perceptions of Fairness by Race

African American high school students see the schools as less fair than White students

Difference holds across three fairness domains

Also holds for middle school students

34 32 35

16

7

17

05

10152025303540

Gener

al

Acad

emic

Disciplin

e

% D

isag

ree

Fair

African American White

Parent Perceptions of Fairness by Race

African American parents see the schools as less fair than White parents

Difference holds across three fairness domains

2023

14

62

5

05

10152025

Gener

al

Acad

emic

Disciplin

e

% D

isag

ree

Fair

African American White

Staff Perceptions of Fairness by Race

African American staff see the schools as less fair than White staff

Difference holds across three fairness domains

25

46

34

2 6 4

01020304050

Gener

al

Acad

emic

Disciplin

e

% D

isag

ree

Fair

African American White

What does it mean to treat children fairly?

For many, fairness requires equal treatment.

If a rule is broken, you pay the consequence. End of story. (parent)

The kids acting up are the ones getting suspended. (parent)

Students are disciplined because of their ACTIONS - NOT color. (teacher)

What does it mean to treat children fairly? (cont.)

For many, fairness requires equal treatment.

Encourage black students to strive harder and believe they are gifted but don’t just give it to them. (parent)

If the kids aren’t trying or don’t want to do better at school they can’t (or shouldn’t) be put in gifted programs just to make the numbers and people happy. (parent)

What does it mean to treat children fairly? (cont.)

For many, equal treatment means ignoring race, or being “colorblind.”

The staff and administration at... [this] school treat all children alike. A child is a child--not a Black child or White child, not an Asian child, etc! All children must be treated fairly and equally. (staff)

What does it mean to treat children fairly? (cont.)

For many, equal treatment means ignoring race, or being “colorblind.”

My child does not see people of color in a different way. He was raised that everyone is equal. (parent)

Cultural Understanding

Definition: Perceptions that teaching styles are culturally relevant at their school.

Teachers at this school take students’ cultural backgrounds into account when teaching.

Teachers at this school understand what life in students’ neighborhoods is like.

Student Perceptions of Cultural Understanding by Race

Neither African American nor White high school students perceive that Champaign teachers show cultural understanding

0

5

10

15

20

25

Teachers Show Cultural Understanding

% A

gre

e

African American White

Parent Perceptions of Cultural Understanding by Race

Higher proportions of White than African American parents perceive that Champaign teachers show cultural understanding

25

38

0

10

20

30

40

Teachers Show Cultural Understanding

% A

gre

e

African American White

Staff Perceptions of Cultural Understanding by

Race

Most White staff perceive that Champaign teachers show cultural understanding

Few African American staff agree

15

61

0

20

40

60

80

Teachers Show Cultural Understanding

% A

gre

e

African American White

Perceptions of Desegregated Schools

Definition: Perceptions of the importance of:

Teaching cultural sensitivity Proportional representation of African

American’s among faculty & administrators

Inclusion of African American perspectives in all educational material and curricula

Parent Perceptions of Desegregated Schools

Nearly half of African American parents perceive proportional representation and curriculum change as very important

Few White parents agree; 1/2 see it as not important

0%

50%

100%

Afr. American White

Not importantSomewhat ImportantVery Important

Staff Perceptions of Desegregated Schools

Most African American staff perceive proportional representation and curriculum change as very important

Few White staff agree; 25% see it as not important

0%

50%

100%

Afr. American White

Not importantSomewhat ImportantVery Important

Need for Change

Definition: Perceptions of the need to change the school system to better address racial inequities.

The school district should reduce the difference in gifted and talented enrollment that exists between Black and White students.

This school should spend more time teaching about non-White cultures.

Student Perceptions of Need for Change by Race

Substantially larger percentages of African American than White students perceive a need for change

42

8

0

1020

3040

50

Need for Change to Better Address Racial

Inequities%

Agre

e

African American White

Parent Perceptions of Need for Change by Race

Nearly half of all African American parents perceive a need for change

Few White parents agree

49

7

0

20

40

60

Need for Change to Better Address Racial

Inequities%

Agre

e

African American White

Staff Perceptions of Need for Change by Race

Most African American staff perceive a need for change

Few White staff agree

53

6

0

20

40

60

Need for Change to Better Address Racial

Inequities%

Agre

e

African American White

Conclusions In many respects there are two climates in

Champaign Schools Existing racial disparities negatively impact

student performance & perceptions Most White parents and staff do not see a need

for the district to change to better address racial disparities

Need to overcome resistance to change There are encouraging signs upon which to

build

Recommendations Increase the cultural competence of teaching staff. Create forums to discuss the climate study results

and make recommendations. Hire more African American regular classroom

teachers. Develop incentives to reward teachers who teach

children of diverse backgrounds well. Develop incentives for teachers to learn from

colleagues who demonstrate success teaching students of diverse backgrounds.

Recommendations (continued)

Reduce and eventually eliminate all ability based tracking.

Establish goals and strategies to reduce the overall number of disciplinary and special education referrals.

Implement in-school programs to educate students about issues of race, culture and ethnicity.

New Ethnographic Project

The overarching goal of the project is, together with members of CARE-3, to engage in an ethnographic collaborative action research project which aims to improve the social climate of district schools, and thereby help to eliminate race based inequities.

New Ethnographic Project Aims

To analyze, make explicit, test, and refine CARE-3's emerging (and still largely implicit) theory of action (how to effect change);

To expose the barriers and sources of resistance to community participation and control over educational decision making, in particular to examine ways in which power operates, is created and is maintained (among those both inside and outside of the schools);

New Ethnographic Project Aims

To describe the processes by which community voice and expertise come to penetrate resistance and barriers that inhere in the institutionalized practices and structures of the school district; and,

To describe how community participation in district decision making contributes to district stakeholders’ understanding of educational inequities across race.

Peterkin Equity Findings

High School : 1992-1993 & 2000-2001 School Year

1992-1993 Advanced Placement

8% African

American

92%Non

African American

2000-2001 Advanced Placement

92%Non

African American

8% African-

American

Not much change since 1992. Only 8% of African American high school students are in the Advanced

Placement program.

Peterkin Equity Findings

Elementary School: 1995-1996 & 2000-2001 School Year

1995-1996Gifted Students

99% Non

African American

1% African

American

2000-2001 Gifted students

87%Non

African American

13% African-

American

A higher percentage of elementary school students in 2000-2001 are considered gifted, compared to 1995-1996, but is this

enough?

Peterkin Equity Findings

Middle School: 1995-1996 & 2000-2001 School Year

18% 19%

81%82%

0%10%20%30%40%50%60%70%80%90%

100%

Gifted languagearts/ social

studies

Giftedmath/ science

% Non African American

% African-American

3%2%

97%98%

0%10%20%30%40%50%60%70%80%90%

100%

Gifted languagearts/ social

studies

Giftedmath/ science

% Non African American

% African-American

Peterkin Equity Findings

District-wide cases of Special education and behavior/emotional disordered classification: 1993-1996 & 2000-2001

44%61%

39%56%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Special education Behavior/emotionaldisordered% Non African American

% African American

47%57%

43%53%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Special education Behavior/emotionaldisordered% Non African American

% African American

Peterkin Equity Findings

1996-1997 School Year: Discipline—District-wide

1996-1997 Suspension rates

63%

African America

n

37% Non

African America

n

2000-2001 Suspension Rates

75%

African America

n

25% Non

African America

n

It’s even worse now than it was 5 years ago!

Peterkin Equity Findings

Dropout and Graduation Rates: 1992-1993 & 2000-2001 School Year

1992-1993 Dropout rates

48% Non

African America

n

52%

African America

n

Worse yet, in 2000-2001, the African American graduation

rate was only 85%.

2000-2001 Dropout rates

47% Non

African America

n

53%

African America

n

Peterkin Equity Findings

Equity in Staff Representation: 1996-1997 & 2000-2001

Almost no gains. Embarrassing.

10%African

American

20%African

American

90%Non

AfricanAmerican

80%Non

African American

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Administrative staff Teaching staff

9%African

American

18%African

American

91%Non

AfricanAmerican

82%Non

African American

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Administrative staff Teaching staff