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TL 330 Equity Audit Name: Andrea Wickenhagen

Section: 2 Date: 10/10/1

!ace/Ethnicity "#$ WA State Di%trict Schoo& Teacher Admin
Am 'n / A&a%kan
1)*# 0)2# 0)3# 0)*+# 0),*#
A%ian -)2# 1)# 1)3# 2)3-# 1),,#
.aci/ic '%&ander 0)1# 1)# 1)3# 0)13# 0)23#
1&ack )+# 0)2# 0)3# 1)31# 3)2#
2i%3anic 21)1# 3)0# )1# 3)-+# 3)02#
White +0)0# 00)+# 0-)*# 00)3-# 0+)-*#
T4o or 5ore !ace% *)0# *)0# *)# 3)3# 3)-,#
6ree or !educed
Lunch #
+),# 3+)1# 3-)0#
S3ecia& Education # 13)2# 12)-# 1)*#
1i&ingua& # ,)-# 0)0# 0)0#
5igrant # 1),# 0)0# 0)0#
6o%ter 7are # 0)-# 0)*# 0)3#
5a&e # +1)*# +3)0# +3)0#
6ema&e# 0)# -)0# *)2#
Tota& Enro&&ment 180+*800, *3 31
The year 20139201 data 4a% u%ed /or thi% equity audit
TL 330 Equity Audit Name: Andrea Wickenhagen
Section: 2 Date: 10/10/1

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?
When I look at the date collected in regards to ethnicity within the Colfax chool !istrict compared to the
entire tate of Washington I can obser"e that Colfax is predominantly white. #he state of Washington
recorded to ha"e $%% of its students ha"e a white ethnicity& while to Colfax school district recorded that
%%.$% of its students are of the white ethnicity. #he next largest is that of the 'ispanic race recorded at
(.)%& howe"er& compared to the *1.1% recorded by the state this number is significantly low. o Colfax in
relation to the rest of the tate of Washington is lacking in di"ersity& with more then a ma+ority of its
students being predominantly white.
*. What does the data tell you when comparing the demographics of the teacher to the demographic makeup of the students?
What the data tells me from the demographics makeup of teachers to the demographic makeup of the
students for all of Washington state is that our classroom are more di"erse then the staff within the school
districts. #here is more di"ersity coming into our classrooms regarding our students then that of the
teachers& %%.(,% of all elementary teachers are white. With the next largest percent of teachers being
'ispanic at (.,$%& followed by two or more races at (.-(%& and then teachers of black ethnicity being
recorded at 1.(1%. #his displays a ma+or difference from the demographics of our students to our teachers.
TL 330 Equity Audit Name: Andrea Wickenhagen
Section: 2 Date: 10/10/1

(. .e"iew the /de0uate 1early 2rogress 3/124 !ata. What does the data tell you about how well the "arious groups of students
are doing in reading and math 3number of yes& number of no& % of yes/total4?
When re"iewing the /12 !ata for elementary schools I found that 3number of yes 5 *(& number of no 5 **&
% of yes/total 5 $1.1%4 #hese numbers show that the "arious groups of students are doing relati"ely similar
in reading and math area contents. When I look at Colfax school districts elementary school I obser"ed the
following information 3number of yes 5 1(& number of no 5 )& %of yes/total 5 1))%4. #hese numbers are
drastically different& howe"er& the Colfax chool !istrict does not ha"e a di"erse community of learners for
their data is "ery simple and lacks in the areas of di"erse cultures to record data for.

-. What other demographics/data do you think would be useful to know of your students? /ny other comments 3limitations4
present in the categories presented abo"e? /nything in particular 6stand7out8 for you when re"iewing this data?
I think it would be benifical to ha"e data on the amount of students that ha"e I92 plans excluded from
pecial 9ducation& this would gi"e teachers a greater idea of the percentage of students within the school
that are in need of extra ser"ices or e"en differenciated instruction. I think it would also be beneficial for the
site to pro"ide data for the number of students that 0ualify for 9:: ser"ices& this would be helpful for the
same reasons as the I92 plans& it would allow teachers to gain an understanding of the amount of students
that are not +ust bilingual 3which is included4 but for those students that may need further help or
differentiated instructions.
TL 330 Equity Audit Name: Andrea Wickenhagen
Section: 2 Date: 10/10/1

$. What are one or two items that really caught your eye?
;ne area that really caught my eye when obser"ing the data was the passing rates of the <2 scores located
on the left side of the page. I found this information interesting for it allowed you to see the o"er "iew of
how all grades performed on their state tests and in which years scores increased o"erall and which years
struggles. It also allows you to obser"e which sub+ect areas the school district excelled in and which sub+ect
areas need more impro"ement. I also found it "ery interesting to look at the differences in di"ersity within
the tate of Washington and that of different school districts and compare the those numbers with the
demographics of the community and the students in need of free and reduced lunch.
=. What 0uestions do you ha"e about this data?
I would like to know if the demographics of the students are a proper correlation to the percentage of
students that recei"e free and reduced lunch?
:ooking back o"er the past ten years on the website and the data collected. It shows that special education
was at 1).,% back in *))1& when in *)), its percentages were at 1*.=%& and then now in the year of *)1( is
at 1(.*%. What are school districts doing differently to ha"e higher numbers of students with disabilities or
is there +ust a higher percentage of students needing special education?
,. 'ow may this data impact your classroom>s teaching and learning?
#his data can impact your classroom dramatically& for it gi"es you a better idea of the different
demographics within your student>s community. It allows you access to pre"ious state test scores& and yearly
TL 330 Equity Audit Name: Andrea Wickenhagen
Section: 2 Date: 10/10/1

progress rates. I belie"e that this would ha"e the greatest impact within your classroom for knowing the
cultural backgrounds ma+ority of your students are going to come from& and how you as the teacher might
incorporate their backgrounds into your classroom instruction.
%. ?i"en what you ha"e already learned about Culturally .esponsi"e #eaching& how might this data be useful in your classroom
#his data would be "ery useful within your classroom because it pro"ides you with an o"er"iew of the
different demographics that are within your schools community. It pro"ides the teacher with an idea of the
demographics your students are surrounded by daily and how you could then incorporate lesson targeting
towards different ethnicities within your classroom. If your schools demographics were high in 'ispanic
populations you could make sure to incorporate the important cultural practices these students might
participate in/or be apart of within their communities.
@. Aased on 0uestions (a and (b on the accompanying assignment sheet& after locating the school>s neighboring tribal neighbor3s4
and finding the contact information for them from the ince #ime Immemorial website& share who your nearest school>s #ribal
Beighbors areC
#he Colfax chool !istricts neighboring tribe is the pokane #ribe located in pokane Washington.
Contact InformationC pokane #ribe of Indians =1@$ Dord7Wellpinit .oad 2; Aox 1)). Wellpinit& W/
@@)-) E #ribal ;fficeC $)@7-$%7=$))
TL 330 Equity Audit Name: Andrea Wickenhagen
Section: 2 Date: 10/10/1