TL 330 Equity Audit Name: Amanda Hubbard

Section: 01 Date: 10-13-14

Race/Etnicity !"# $A State Di%trict Scoo& Teacer Admin
Am 'n / A&a%(an
Nati)e
1*+" 1*," -*4" 0*.1" 0*,+"
A%ian .*1" -*/" 3*0" -*30" 1*,,"
0aci1ic '%&ander 0*," 4*0" .*3" 0*1/" 0*-3"
2&ac( 4*+" -*3" 4*1" 1*-3" 1*+."
Hi%4anic -0*4" ,*0" 1-*1" 3*3." 3*3-"
$ite /,*1" .1*0" /.*1" 33*4." 3/*.+"
T5o or 6ore Race% +*3" 11*3" 1.*0" 3*.3" 3*.,"
7ree or Reduced
Lunc "
4+*1" /,*1" 3,*,"
S4ecia& Education " 13*0" -*1" 3*0"
2i&in8ua& " ,*0" 4*3" 10*1"
6i8rant " 1*." 0*0" 0*0"
7o%ter 9are " 0*-" 0*4" 0*-"
6a&e " /1*+" /1*-" 43*3"
7ema&e" 43*4" 43*3" /1*."
Tota& Enro&&ment 1:04.:3,0 -3:4.3 /33
Equity Audit ;ue%tion%
1. What does the data tell you when comparing ethnicity % of the district and/or building in relation to the state?
My school has a very high percentage of American Indian/Alasa !ative" #acific Islander" and students of two or more races as
related to the state$wide statistics. %owever" the school that I completed my advanced practicum at had lower rates of Asian
TL 330 Equity Audit Name: Amanda Hubbard
Section: 01 Date: 10-13-14
and %ispanic students as compared with the state figures. &he rest of the racial categories remained fairly consistent from my
school to the state level.
'. What does the data tell you when comparing the demographics of the teacher to the demographic maeup of the students?
!early all teachers were white as compared to only about half of all students being classified as white.
(. )eview the Ade*uate +early #rogress ,A+#- .ata. What does the data tell you about how well the various groups of students
are doing in reading and math ,number of yes" number of no" % of yes/total-?
All of the groups that were included in /tevens0 A+# report did not meet A+#. &his included children who are white" two or
more races" special education" and low income. &he rest of the races were not evaluated independently because they had fewer
students than re*uired.
1. What other demographics/data do you thin would be useful to now of your students? Any other comments ,limitations-
present in the categories presented above? Anything in particular 2stand$out3 for you when reviewing this data?
Many of the students at /tevens 4lementary are considered low$income. I would lie to now how many of these students live
in a home where one or more parent is unemployed and how many are homeless. I would also lie to now many students are
not in foster care but are being cared for by adults/guardians other than their biological parents.
5. What are one or two items that really caught your eye?
I was slightly surprised that /tevens0 population of #acific Islanders was not higher because we have many students from the
Marshall Islands. I also thought that it was interesting that so many teachers and administrators were white. I could imagine
how this could cause a lac of multicultural education.
6. What *uestions do you have about this data?
I would lie to now how this data was collected because I feel as though filling in a bubble on a registration sheet may be
limiting when describing a student0s cultural bacground. I would also lie to now what *ualifies a group to be evaluated for
A+# as many groups within /tevens were not evaluated.
TL 330 Equity Audit Name: Amanda Hubbard
Section: 01 Date: 10-13-14
7. %ow may this data impact your classroom0s teaching and learning?
&his e8ercise demonstrates that though I" much lie most of my colleagues" am from an upper$middle class" white bacground
most of my students are not. &his means that I need to be very culturally sensitive when teaching and I need to mae a very
concerted effort to teach through a multicultural lens. &his also means that I have a plethora of resources in my student0s
families that I can use to help effectively teach from a multicultural perspective.
9. :iven what you have already learned about ;ulturally )esponsive &eaching" how might this data be useful in your classroom
community?
&his data demonstrates that many of my students are from diverse cultural bacgrounds and that is something they show in
common. :iven that a large number of my students are classified as something other than white this can be used to show how
our differences mae us all uni*ue and give each of us something uni*ue and important to bring to our classroom community.
<. =ased on *uestions (a and (b on the accompanying assignment sheet" after locating the school0s neighboring tribal neighbor,s-
and finding the contact information for them from the /ince &ime Immemorial website" share who your nearest school0s &ribal
!eighbors are>
&he /poane &ribe