11. Multiple forms of data are continuously collected and used to monitor possible racial and ethnic differences in student achievement, disciplinary actions, access to learning opportunities and the composition of student learning groups.
Collecting and analyzing data on student test scores and dropout rates is commonplace. But meeting state and federal requirements is not enough to ensure that all students achieve at high levels. First, disaggregating outcomes by race and ethnicity needs to be more detailed than is required by state and federal policy because there are often big differences in student performance within broad categories such as Hispanic (Latino) or Asian. Second, subgroup data on student opportunities to learn—such as grouping for instruction, curricular differences, attendance, etc.—are also needed to make problem-solving possible. Third, data on teacher experience, subject-matter licensure and professional development opportunities will prove useful. If such data are to lead to schoolwide improvement, collaborative decision-making is critical—which, in turn, requires high levels of trust and respect among school staff.
Look at these resources first...
Kris Gutierrez argues that assessments for racially and ethnically diverse students need to involve multiple measures of robust forms of learning.
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Linda Darling-Hammond contends that the most common forms of assessment used in the United States are particularly limited and limiting for racially and ethnically diverse students.
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Dorothy Strickland makes the case that assessment used to measure student learning needs to measure all forms of learning.
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Using School-wide Data for School Improvement
Read a practical guide to data utilization that emphasizes collaborative decision-making.
(Note that this resource does not focus on issues of racial and ethnic diversity, though it is easily adapted to that purpose. For a book that emphasizes data-based decision making that centers on diversity see, R.S. Johnson (2002), Using data to close the achievement gap: How to measure equity in our schools. Thousand Oaks, CA: Corwin Press.)
