Cooking with Data for Access and Equity
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COOKING WITH DATA FOR ACCESS AND EQUITY Kyndall Brown Executive Director California Mathematics Project CMC Northern Section Conference IGNITE! Saturday December 7, 2013
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Cooking with Data for Access and Equity. Kyndall Brown Executive Director California Mathematics Project CMC Northern Section Conference IGNITE! Saturday December 7, 2013. Cooking with Data for Access and Equity. Kyndall Brown Executive Director California Mathematics Project - PowerPoint PPT Presentation
Transcript of Cooking with Data for Access and Equity
COOKING WITH DATA FOR ACCESS AND EQUITY
Kyndall BrownExecutive DirectorCalifornia Mathematics ProjectCMC Northern Section ConferenceIGNITE!Saturday December 7, 2013
COOKING WITH DATA FOR ACCESS AND EQUITY
Kyndall BrownExecutive DirectorCalifornia Mathematics ProjectCMC Northern Section ConferenceIGNITE!Saturday December 7, 2013
Cooking with DataData helps you identify disproportional gaps, select a Focus Area for your work and prioritize the steps of an Action Plan
to eliminate the disproportionality.
Cooking with DataEFFECTIVE and PRODUCTIVE use of data
requires that you disaggregate, longitudinate and cross tabulate (or partner with someone who can arrange
and show data this way).
California Achievement Scores API Base 2007 to API Growth
2008
*California Dept. of Education
DISAGGREGATED DATA
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Africa
n Amer
ican
Asian
Hispan
icWhit
e500550600650700750800850900
20072008
Mea
n AP
I
Perc
ent p
rofic
ient
or
abov
e
Source: California Department of Education, 2009NOTE: 2000-02 scores are for Stanford 9 2003-09 = CST
California-wide Data, STAR MathematicsPercent Student Subgroup Proficient or Above
2002-2009 6
LONGITUDINATED DATA
2002 2003 2004 2005 2006 2007 20090
102030405060708090
100 Black
Latino
Asian
White
CROSS-TABULATED DATACalifornia 2010 ELA and Mathematics Achievement Gaps, African American - White
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p. 4, “Opportunity Lost: The Story of African-American Achievement in California, 2010” The Education Trust-West, 9/2010.
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Achievement
Access
Focus your data lens
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Graphic excerpted from p. 6, Dissecting the Data: The STEM Education Opportunity Gap in California, November, 2010
Pre-K to 6 MS HS High
er Ed
STEM
Career
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Pre-K to 6CST %
P/AReclass.
RatesCELDT
Data
MSCST % P/AAlgebra I
pass ratesReclass. RatesCELDT Data
HSCST % P/A
EAPSAT/ACTAP ExamCAHSEE
Pass Rates
Higher EdGPA
% 4-Yr, 6-Yr Completio
n
STEM
Career
Achievement
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Pre-K to 6
Access to HQ
teachers; Access to
Rigor
MSAccess to
HQ teachers; Access to
RigorRemedial Course Track % ID’d SPED
HSAccess to
HQ teachers; Access to
RigorGrad RateDropout
RateA-G
Course Enrollment
Higher Ed
Remedial Course Track
STEM
Career
Access
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Pre-K to 6Safe & Healthy Schools;School
Engages Parents/Comm
unityMath/
Science Engagem
ent Projects
MSMath/
Science Enrichment ActivitiesCollege-
going Opportunit
ies
HSAP/IB
Courses OfferedSTEM
Pathways Offered
Higher Ed
Research Opportuniti
esMentorship
STEM
Career
Oppor-
tunity
13 College Readiness (SAT)
% of SAT 2010 Test Takers for CA
Mean Score SAT Score out of 800 Pts Possible
White 33 553Asian 21 571
Mexican American 20 458Black or African
American 7 436
2010 California SAT Data College-Bound Seniors Report, College Board
Gap of117 Pts
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AP Calculus AB 954 9637 10,651 13,677
AP Statistics 525 4023 6987 7631
Total* 1661 15,321 21,570 28,276
African-American
Hispanic/Latino White Asian
Numbers of AP Exam Takers, CaliforniaMay, 2012
*Total includes AP Calculus BC data, not shownCollege Board, 2012
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California Student Suspension Rates, 2009-2010
Ranking in U.S.
African American
Hispanic/Latino
White Asian Overall
20th 17.7% 7.5% 5.6% 2.6% 7.1%
Gap of 12.1% p. 19, Opportunities
Suspended,August 2012Civil Rights Project/Proyecto Derechos Civiles
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California Subgroup
CST Math 2003-2013
Increase in % P/AAfrican American +16
Asian +18Hispanic +19White +15
Does this longitudinal, disaggregated data help you identify disproportional gaps?
CDE News Release 2013 STAR Results
17 First Year Actual 201310
20
30
40
50
60
70
80
19
35
60
78
23
4247
62
Perc
ent
P/A
in C
A CS
T M
athe
mat
ics
Asian
White
Hispanic
African American
GAP28%
GAP27%
18To what extent are you aware of and concerned about achievement,
access, and opportunity gaps in your school/district?
To what extent are your colleagues and other stakeholders aware of
and concerned about these gaps?
What might you do to accelerate understanding and capacity (your’s and
others’) for closing gaps in your school and/or district and/or county?
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Tomorrow is TODAY
We are now faced with the fact that tomorrow is today.
We are confronted with the fierce urgency of now.
In this unfolding conundrum of life and history there is such a thing as being too late...
We must move past indecisiveness to action.– Dr. Martin Luther King Jr.
