Paper Summary

Using Equity Audits to Promote and Sustain Change

Sun, April 15, 2:15 to 3:45pm, Vancouver Convention Centre, Floor: Second Level, East Room 13

Abstract

The purpose of this paper is to explore issues of equity in a suburban middle school in a northeastern state. The purpose of conducting the equity audit was to discover any inequities that may exist in the school’s teacher quality, student achievement, and programs (Skrla, McKenzie, & Scheurich, 2009). Findings suggest children receiving special education services were served by teachers with the least amount of teaching experience and achieved far below mainstream populations. The findings also revealed a disproportionate number of males identified with special needs. Males were also identified most often as being emotionally disturbed. Data also suggested discrepancies in which children received disciplinary actions. Boys, children living in poverty, and students receiving special education services comprised the majority of disciplinary referrals. Findings also identified achievement differences between males and females in science. Children who were economically disadvantaged scored significantly lower than the mainstream population. The most apparent discrepancies suggested Black boys scored significantly lower on standardized tests in math compared to their White counterparts. The author invited the superintendent and building principal to engage in courageous conversations regarding findings and proposed solutions from the equity audit. The proposed changes were aligned to make schools better for all students by considering the lived experiences of disenfranchised populations (Lindsey, Robins, & Terrell, 2009). As a result of this critical dialogue, the author was invited by the superintendent to further research the implications of unjust school practices in addition to conducting an in-depth item analysis of the achievement scores (i.e., students receiving special education services).

Author