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

• In Event: 69.027 - Using Surveys in School Research

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 administering its Equity Survey to gain insight on where it stood in terms of employing equitable and inclusive pedagogy and practice. Through application of Exploratory and Confirmatory Factor Analytic Models, the present study aims to understand 1) constructs of equitable educational practice measured by the instrument, and 2) their alignment with what are known as the Effective School “correlates.”

Authors

• Motoaki Hara, Portland State University

• Elise Christiansen, Portland Public Schools

• Esperanza De La Vega, Portland State University