Constructs of Equitable and Inclusive Pedagogical Practice: Learning From a Multiwave District-Wide Equity Survey

• In Event: Roundtable Session 13
  In Roundtable Session: Improving Districts: Organizational Climate, Leadership, and District-Wide Efforts

Abstract

In June, 2011, Portland Public Schools voted to adopt its Racial Educational Equity Policy. The new policy specifically calls out race-based disparities in schools, identifies the district's role in eliminating them, and holds up high expectations to ensure that all students reach their academic potential. As part of its educational equity work, the district also began administrating its Equity Survey to gain insight on where it stood in terms of employing equitable and inclusive pedagogy and practice. Through application of Multiple Indicators Multiple Causes (MIMIC) Model, the present study aims to understand 1) constructs of equitable educational practice measured by the instrument, and 2) how background characteristics of school staff and administrators may be related to these constructs.

Authors

• Motoaki Hara, Portland State University

• Elise Christiansen, Portland Public Schools

• Esperanza De La Vega, Portland State University

• Jeanine Fukuda, Portland Public Schools