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ENSURING EQUITY OF OPPORTUNITY IN BALTIMORE COUNTY PUBLIC SCHOOLS Office of Equity and Cultural Proficiency Dr. Lisa Williams
Objectives The purpose of this discussion is to: Define and describe how Baltimore County Schools are moving forward in the application of an equity lens Describe how data is used to describe conditions related to equitable access Describe the transition from theory to practice as the district continues its equity focus
WHO WE ARE African American 13.70% Asian 2.20% Hispanic 0.60% American Indian 0.30% White 83.20% BCPS Enrollment 1984 Hispanic 8.90% Multiracial 4.60% Asian 7.10% American Indian 0.40% Hawaiian/ Pacific Island 0.10% White 40% African American 38.90% BCPS Enrollment 2017
WHO WE ARE At a Glance 2016-2017 Students eligible to receive free and reduced price meals 45.1% Number of English learners (K-12) 4.5% 108 countries 85 languages
WHO WE ARE 113,000 112,000 111,000 110,000 109,000 108,000 107,000 106,000 105,000 104,000 112,139 111,126 109,984 108,376 107,033 2012 2013 2014 2015 2016
AS YOU VIEW THIS IMAGE, SHARE THOUGHTS IN THE CHAT 7
A FOCUS ON EQUITY AND EXCELLENCE
Where we are Leadership Literacy Climate 10
What we want for our students! Globally competitive graduates Globally contributing citizens 11
How are you defining equity in your organization?
HOW WE PLAN TO GET THERE: THEORY TO PRACTICE-A FOCUS ON EQUITY AND EXCELLENCE
FOCUS ON EQUITY AND EXCELLENCE: GRADUATION TRENDS
WHAT IS MEANT BY EQUITY? Ensuring availability of opportunities that engender equally high outcomes for every learner.
WHAT IS THE RELATIONSHIP BETWEEN EQUALITY AND EQUITY? Equality aims to ensure that everyone gets the same things in order to achieve high academic outcomes. Equity involves trying to understand and give people what they need to achieve high academic outcomes.
HOW WE ARE MOVING THE WORK: THE POLICY ENVIRONMENT 17
Creating an environment where equity is permissible Policy 0100: Equity Disparities on the basis of race, special education status, gender, ethnicity, sexual orientation, English Language Learner (ELL) status, or socioeconomic status are unacceptable and directly at odds with the belief that all students can achieve
USING DATA EFFECTIVELY TO UNDERSTAND CONTEXT 19
HOW IS YOUR SYSTEM USING DATA TO UNDERSTAND EQUITABLE ACCESS? 20
EXAMPLE OF THE NEED TO CLOSE GAPS Race/Gender Demonstrating Approaching Emerging Amr Indian/Al * * * Asian 40 38 22 Black 30 47 23 Native Hawaiian * * * White 53 34 14 His./Latinx 21 47 31 Two or More Races 51 31 18 Male 35 52 24 Female 47 38 15
Number of AP Courses Taken EXAMPLE OF THE NEED TO RAISE THE BAR 35 30 25 20 15 10 5 0 10 BCPS Average Least AP Courses Taken 32 Most AP Courses Taken
WHAT SYSTEMIC ENGAGEMENT LOOKS LIKE 23
EQUITY AND SYSTEM PLANNING STRUCTURES School Progress Plans Office Performance Management Plans
EQUITY AND STAFFING CONSIDERATIONS Retention Recruitment Development Leadership Succession Leadership
IMPLEMENTATION OF BOARD OF EDUCATION POLICY 0100 EQUITY EARLY INDICATORS
INCREASED STUDENT ACHIEVEMENT Increasing GPAs Increased AP participation Increasing SAT performance and participation
INCREASED ACCESS TO RIGOR Established universal S.A.T. Established pathway to second language competency
ENHANCING EQUITABLE LEARNING OPPORTUNITIES Established S.T.A.T. Increased Pre-K seats by 300
BUILDING LEADERSHIP CAPACITY Awarded a $1.5 million grant to enhance professional development on connecting equity and S.T.A.T. Awarded a $2 million grant to create a comprehensive support system for students with behavioral challenges
MOVING FORWARD Increase organizational cultural competency through continuing the equity training Focus on literacy and leadership across the organization Ensure a positive learning environment in all schools! School Progress Plans focused on customization and personalization of learning