EQUITYComments to the AEI Advisory CommitteeNovember 12, 2009
Frederick Stichnoth
I. “Equity” is:A. A conceptual tool
Gives us a direction in the worldSimplifies and clarifiesOrients our work
B. An allocation rule
Evens things outFairness
C. Involves three components
1.
Good
being allocated: education2.
Group
decision: racial and ethnic groups, as an exampleOther possibilitiesEach student as an individualPoor kids v. rich kidsRed zone kids v. green zone kids3.
Rule
of fairness: serve the neediest group first, for example (what is“need”?)Other possibilitiesServe each group equally (same resource input)Serve each group at its level of potential (“zone of proximaldevelopment”—MCEF) Note: selection of group and rule are driven by external social and politicalconsiderations
2
D. The equity test: how is equity evaluated?
1. Does it even things out?2. Does it produce unevenness when other grouping or rule criteriaare considered? (an externality)3. Does it increase our sense that the world is fair?
II. MCPS’ selections of group and ruleA. Official:
“Equity in our schools is defined as high expectations andaccess to meaningful and relevant learning for all students so that outcomes are not predictable by race, ethnicity, gender, socioeconomic status, language proficiency, or disability.” OCA Framework for Equity and Excellence, iii.
Groups: multipleRule: proportionate dispersion across multiple outcomes (note plural)Management optimization: complex—optimize multiple values
B. Actual
Groups: “Student outcomes shall not be predictable by race or ethnicity.” OCACore Value, iiRule: “Serve the neediest first.” BOE January Retreat minutes“Excellence is achieved through high standards that ensure that allstudents are college or career ready as high school graduates.”OCA Framework for Equity and Excellence, iii. Need = college readiness = Seven KeysManagement optimization: simple—optimize one valueSummary: Group: Even things out between racial and ethnic groupsRule: Serve the neediest first Need: those not college-ready—not attaining Seven Keys
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C. Comparison of official and actualOfficial ActualGroup
Race, ethnicity, gender, socioeconomicstatus, language proficiency, or disabilityRace or ethnicity
Rule
Outcomes (plural) are not predictable Serve the neediest (non-college ready/Seven Keys)first
Optimization
Complex: multiple values Simple: one value
III. The work driven by MCPS’ actual conception of equityA. Goal of work
: Increase the proportions of African-American andLatino students scoring at or above the Seven Keys
B.
Work includes:
Focused programming (Talley—OSP focus on needs in the building)Benchmarks (Creel: differ between W schools and red zone)Management (principal and Carver) attentionMoney (Weast’s differentiation)?Staffing?
C. Cusp kids v. extraneous kids
Cusp: Only African-Americans and LatinosOnly those at or below the Seven Keys benchmarksExtraneous: white and Asian-American kidsAll kids who score above Seven KeysIn particular, African-American and Latino aboveSeven Keys
IV. Red zone: the equity marketA. Rich target population for MCPS equity programGroup Ratio: Red zone/MCPS
“Minority” 65%FARMS 80%ESOL 75%
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EQUITY AEI Presentation 11.12.09
An outline of the presentation made by Fred Stichnoth (GTA) at the November 12, 2009 AEI Advisory Committee meeting. The agenda focus was "equity." (http://www.montgomeryschoolsmd.org/curriculum/enriched/aeiadvisory/aeiadvisoryi.shtm)
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