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The Metropolitan Center for Research on Equity and the Transformation of Schools

Citations:

Cammarota, J., & Fine, M. (Eds.). (2008). Revolutionizing Education: Youth Participatory Action Research in Motion(1 edition). Routledge.

Carter, P. L., & Welner, K. G. (Eds.). (2013). Closing the Opportunity Gap: What America Must Do to Give Every Child an Even Chance (1 edition). Oxford University Press.

Coates, T.-N. (2014, June 13). Ta-Nehisi Coates on Not Knowing How Much You Don’t Know. The Atlantic.https://www.theatlantic.com/business/archive/2014/06/watch-the-atlantics-ta-nehisi-coates-discuss-reparations/372700/

Fergus, E. A. (2016). Solving Disproportionality and Achieving Equity: A Leader′s Guide to Using Data to Change Hearts and Minds (1 edition). Corwin.

Freire, P., & Macedo, D. (1970). Pedagogy of the Oppressed, 30th Anniversary Edition (M. B. Ramos, Trans.; 30th Anniversary edition). Continuum.

Glaser, B. G., & Strauss, A. L. (1968). The discovery of grounded theory: Strategies for qualitative research. Aldine pub.

Kim, C. Y., Losen, D. J., & Hewitt, D. T. (2010). The School-to-Prison Pipeline: Structuring Legal Reform. NYU Press; JSTOR. https://www.jstor.org/stable/j.ctt9qfv12

Kirkland, D., & Sanzone. (2017). Seperate and Unequal: A Comparison of Student Outcomes in New York City’s Most and Least Diverse Schools. New York: Metropolitcan Center for Research on Equity and the Transformation of Schools, New York University.

Mitra, D. L. (2009). Collaborating with Students: Building Youth‐Adult Partnerships in Schools. American Journal of Education, 115(3), 407–436. JSTOR. https://doi.org/10.1086/597488

Office, U. S. G. A. (2018). K-12 Education: Discipline Disparities for Black Students, Boys, and Students with Disabilities. https://www.gao.gov/products/GAO-18-258

Orfield, G., Frankenberg, E., Ee, J., Ayscue, J. B., & (2019). Harming our Common Future: America's Segregated Schools 65 Years after Brown, UCLA Civil Rights Project.

Rothstein, R. (2017). The Color of Law: A Forgotten History of How Our Government Segregated America (1 edition). Liveright.

Skiba, R. J., Mediratta, K., & Rausch, M. K. (Eds.). (2016). Inequality in School Discipline: Research and Practice to Reduce Disparities (1st ed. 2016 edition). Palgrave Macmillan.

Tuck, E., & Guishard, M. (2013). Uncollapsing Ethics: Racialized Sciencism, Settler Coloniality, and an Ethical Framework of Decolonial Participatory Action Research. Challenging Status Quo Retrenchent: New Directions in Critical Research, 3–27.

Suggested Readings:

  • Cammarota, J., & Fine, M. (Eds.). (2008). Revolutionizing Education: Youth Participatory Action Research in Motion. Routledge.
  • DiAngelo, R., & Dyson, M. E. (2018). White Fragility: Why It’s So Hard for White People to Talk About Racism (Reprint edition). Beacon Press.
  • Fergus, E. A. (2016). Solving Disproportionality and Achieving Equity: A Leader′s Guide to Using Data to Change Hearts and Minds (1 edition). Corwin.
  • Ginwright, S. (2015). Hope and Healing in Urban Education (1 edition). Routledge.
  • Kendi, I. X. (2017). Stamped from the Beginning: The Definitive History of Racist Ideas in America. Nation Books.
  • Kendi, I. X. (2019). How to Be an Antiracist. One World.
  • Love, B. (2019). We Want to Do More Than Survive: Abolitionist Teaching and the Pursuit of Educational Freedom. Beacon Press.
  • Milner, R. (2015). Rac(e)ing to class: Confronting poverty and race in schools and classrooms.  Harvard Education Press: Cambridge, MA.
  • Milner, R. (2010). Start where you are, don’t stay there: Understanding diversity, opportunity gaps, and teaching in today’s classroom. Cambridge, MA: Harvard Education Press.
  • Pollock, M. (2017). Schooltalk: Rethinking what we say about—and to—students every day. New York, NY: The New Press.
  • Pollock, M. (Ed). (2008). Everyday anti-racism: Getting real about race in school. New York, NY: The New Press.
  • Reynolds, J., & Kendi, I. X. (2020). Stamped: Racism, antiracism and you. New York, NY: Little, Brown and Company.
  • Tatum, B. D. (1997). Why are all the Black kids sitting together in the cafeteria? And other conversations about race. New York, NY: Basic Books.

Appendix A. Definitions

  • Equality: Educational equality is the principle of allocating educational resources with an emphasis on the equal distribution of inputs without attention given to the corresponding outputs
  • Fairness: The chance of getting what we want in life. How our chance for success compares with others (which may not always look the same).
  • Opportunity: Educational opportunity is equitable inputs in order to attain equitable outputs. Examples- AP/Honors classes, additional tutoring, family & community engagement)
  • Access: Educational access is the right or opportunity to benefit from resources for success.
  • Equity: Educational equity is the principle of altering current practices and perspectives to teach for social transformation and to promote equitable learning outcomes for students for all social groups.

Appendix B. Sample Meeting Agenda

 

YTAC-D Session #7

February 1, 2019

4:00-7:00pm

Metro Room 542

 

4:00-4:15: Mingling and Pizza

4:15-4:20: Icebreaker- turn and talk

4:20-4:25: Updates and Announcements

4:25-5:25: Asian American protest of desegregation efforts of Specialized High Schools- Schooling and the Racialization of Asian Americans

5:25-5:30: Break

5:30-5:45: Review past data, youth adult working groups at their schools, review research timeline

5:45-6:40: Working Groups:

Review Quant Data, discuss what we know and don’t know, and what we want to know to better understand the experience of students under the guise of disproportionality..

Potential essential questions:

  1. How do students perceive discipline at their schools (which students are being disciplined, is it fair, how do you experience rules and expectations of your schools)
  2. What do students need?
  3. Do we want to talk to administrators, teachers, and staff?

6:40-7:00: Whole group share out and reflections

Appendix C. YTAC-D Monthly Timeline

 

It is the expectation that YTAC-D school teams meet once a month. Below are strongly recommended goals and objectives for each month, to keep the larger YTAC-D synced to a general research and action timeline.

 

  • October (Quantitative data collection)
  • Teams will work together collect the following data
    • School Demographics
      • Students (race/ethnicity, gender, emergent bilinguals (ELL), special education status, students with disabilities)
      • Teachers, Admin, Staff (race, gender, geographic origin
      • Achievement data (disaggregated by race/ethnicity, gender, IEP, ELL)
        • Test scores
        • Grades
        • Regents
        • SAT/ACT/SHSAT
        • Graduation rates
      • Discipline data (disaggregated by race, gender, IEP, ELL)
        • Referrals
        • Suspensions (in school, out of school)
      • NYC School Survey
      • Demographic data of the surrounding community
        • Race/ethnicity, gender, income, employment
  • Discuss:
    • What are trends among the data?
      • What do you think these trends exist?
      • What are the policies and practices do you think are associated with these data points?

 

  • November (Qualitative data collection-Observations)
    • School Walkthroughs (protocol attached)
      • Determining school culture through
        • Student-teacher interactions
        • Admin- student interactions
        • Curriculum & Instruction
        • Student engagement
    • Discipline policies, school code of conduct
    • Discipline process activity (attached)

 

  • December (Analysis of quant and qual data collected so far)
    • What does the data tell us?
    • What does the data not tell us?
    • Given the data, what do we want to know now?
    • How will further qualitative research help us understand more about disproportionality in our school building?
    • Begin drafting research questions

 

  • January (Data collection- interview/surveys)
    • Solidify research questions
    • Initiate data collection (survey, interviews)
      • Participants- students, teachers & staff, admin (principals and deans), parents, community members

 

  • February (Data collection)
    • Finish qualitative data collection
      • All surveys and interviews are administered
    • Begin transcriptions of interviews (if needed)

 

  • March (Data analysis)
    • Grounded analysis
      • what themes are emerging?

 

  • April (Data analysis)
    • Complete data analysis
      • What are the various perspectives of the school community?
    • Begin drafting recommendations

 

  • May
    • Findings & recommendations

Appendix D.  Walkthrough/ Observation Protocol

 

Physical Setting:

  • Are there metal detectors?
  • Campus security?
    • How do they interact with kids?
    • Are interactions different based on types of students?
  • What decorates the walls? (rules, student work, posters, etc)

 

Student-teacher interactions

  • Language
  • Mannerisms
  • Are interactions different depending on types of students and teachers?

 

Administrative interaction

  • What is the presence of administrators?
  • How do they interact with students and staff?

 

Classroom Engagement

  • What does student participation look like?
  • What might prompt students to engage or not engage?
  • How do students interact with each other?
  • How do students interact with the teacher or other adult facilitator or administrator?
  • What are the goals and objectives of their lesson plan?
  • Is curriculum reflective of student backgrounds and culture?
  • How do teachers interact with students?
  • How do teachers get their students involved in their own learning?
  • How do teachers manage student behavior?

 

 

School Code of Conduct:

 

 

Discipline Policies:

 

 

Other notes:

Appendix E. School Discipline Process

 

Directions: Please discuss this student’s journey through the discipline process and record the following: (1) key policies and practices that may affect or determine the student’s outcome at each of the stages, (2) critical questions that should be considered at each of the stages, and (3) possible outcomes.

Stage 1: Student exhibits problem behavior/need Stage 2: Teacher submits a referral to the building administrator for her/him to consider Stage 3: The school administrator receives and considers the disciplinary referral Stage 4: The school administrator recommends student be suspended
What are your school’s policies and practices at each stage?
What are some critical questions that should be asked at each stage?
What are some possible outcomes of each stage?

Appendix F. Quantitative Data Collection Tool

School Demographics
Students Race/Ethnicity Makeup Gender LGBTQ/ Gender noncomforming students Emergent Bilinguals IEP/Special Education Status/ Students with Disabilities
 
 
Teachers/ Administrators/ Staff Race/Ethnicity Makeup Gender LGBTQ/ Gender noncomforming students Geographic Origin
 
 
Achievement Data Race/Ethnicity Gender IEP ELL
Regent scores (Algebra & English)
Grades
Other tests
PSAT/SAT/ACT/SHSAT
Graduation rates
(4yr/6yr)
 
 
Discipline Data Race/Ethnicity Gender IEP ELL
Referrals/ incidents
Principal suspensions
Superintendent suspensions
Classroom removals
 
 
Community Demographics Race/Ethnicity Gender Income Education Employment

Discuss:

  • What are trends among the data?
  • Why do you think these trends exist?
  • What are the policies and practices do you think are associated with these data points?

 

Appendix G. Analysis of Quantitative Data: Data Gallery Walk and Discussion

 

Directions:

 

Split into groups of 3-5

 

(45mins) In your groups you will discuss your data and chart for our gallery walk the following:

  • Which groups (race/IEP/gender) are most suspended?
  • Observation data- how are students interacting with each other/teachers/ administrators, how does it feel to be a student/teacher in the school? School culture? How does this align with the quantitative data?
  • How does the data compare with district wide data?
  • What questions do you still have?
  • Any other interesting points?

 

(20mins) GALLERY WALK

Take a walk around the other chart papers and write down on your sticky notes

  • what you found surprising
  • what is similar or different from your school/borough
  • any questions you have
  • other general reactions

 

(15mins) Post Gallery Walk Small Group Discussion

  • What stood out to you?
  • What is similar or different from your school/ borough?
  • What questions do you have?

 

(20mins) Post Gallery Walk Whole Group Discussion

Appendix H. Qualitative Data Collection Survey

For Appendix H, please reference this document.

Appendix I. Data Dive

For Appendix I, please reference this document.

Appendix J: DATA DIVE Part 2: Qualitative Surveys

 

(Divide into smaller groups if necessary)

 

Grounded analysis:

In groups take a close look at your surveys. Consider the following questions:

  • What do you find interesting about the images?
  • What words/ phrases stand out to you in the written explanation?
  • What similarities and differences do you find across the student survey responses?
    • Between and across schools?
    • Between and across race?
    • Between and across grade?
    • Between and across gender?
    • Between and across boroughs?
    • Between and across any other self identifying factors?
  • What similarities and differences do you find across the adult survey responses?
    • Between and across schools?
    • Between and across race?
    • Between and across grade?
    • Between and across gender?
    • Between and across boroughs?
    • Between and across any other self identifying factors?
  • What similarities and differences do you find between student and adult surveys?

 

Chart out what you find interesting and be prepared to share out with your peers! Remember, this is only our first pass at the data, so you don’t need to worry about capturing everything in this one session.

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