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TL 330 Equity Audit Name:

Section: Date:
Bailey Huylar
10/14/2014
Section 2
Race/Ethnicity (%) WA State Distict Schoo! Teache Admin
Am "n / A!as#an
Nati$e
%&'% %&(% &(% &)%% &('%
Asian )&%% *&+% 3&0% *&30% %&((%
,aci-ic "s!ande (&0% %&+% 3&0% &%+% &*3%
.!ac# /&'% *&0% *&0% %&*0% 3&/*%
1is2anic *0&/% (&0% %*&/% 3&3)% 3&0*%
White +(&%% )%&0% '/&/% 00&/)% 0+&)'%
T3o o 4oe Races '&3% %%&3% %'&'% 3&)3% 3&)(%
5ee o Reduced
Lunch %
/'&%% +(&%% )/&3%
S2ecia! Education % %3&0% *&%% %&(%
.i!in6ua! % (&0% /&0% %%&0%
4i6ant % %&)% 0% 0%
5oste 7ae % &*% &/% &(%
4a!e % +%&'% +%&*% /'&(%
5ema!e% /0&/% /0&0% +3&%%
Tota! Eno!!ment %80/)83(0 *08/)0 /*0
TL 330 Equity Audit Name:
Section: Date:
Equity Audit 9uestions
1. What does the data tell you when comparing ethnicity % of the district and/or building in relation to the state?
The data shows that while Washington state and the Spokane school district have some similar ethnicity percentages there are
also some big differences in the statistics. The percentages for !merican "ndian/!laskan #ative $acific "slander and !frican
!merican students across Washington and the Spokane school district are comparable. %or e&ample the percentage of
!merican "ndian/!laskan #ative students in the state of Washington is 1.'% and .'% at my school. !lso the percentage of
!frican !merican students in the state of Washington is (.)% and *.+% for both the Spokane school district and my school.
,owever some ethnicity percentages " collected were very different. %or e&ample the percentage of ,ispanic students is
*-.(% in the state but only '% in Spokane. !lso the percentage of White students is .'.1% in the state but /1% in Spokane.
While these percentages greatly differ from one another it should be noted that in cases of e&treme differences between the
state and district the percentages of my school seemed to fall somewhere between the state and district percentages. %or
e&ample at my school the percentage of ,ispanic students is 1*.(% and the percentage of White students is )(.(%.
*. What does the data tell you when comparing the demographics of the teacher to the demographic makeup of the students?
The data shows that while the demographic makeup of the students is e&tremely diverse and widespread the demographic
makeup of the teachers is not very diverse at all. %or e&ample ++.(/% of teachers in the state of Washington are White while
all other ethnicities have percentages less than .%. The one similarity is that Whites represent the biggest portion of the
population in both students and teacher. !s " stated before ++.(/% of teachers in the state of Washington are White. When it
TL 330 Equity Audit Name:
Section: Date:
comes to students in the state of Washington .'.1% are White. This also is true in my school where /1% of students are
White.
0. 1eview the !de2uate 3early $rogress 4!3$5 6ata. What does the data tell you about how well the various groups of students
are doing in reading and math 4number of yes number of no % of yes/total5?
Through looking at the !de2uate 3early $rogress 4!3$5 6ata it is clear that in the Spokane school district none of the various
ethnic groups of students are doing well in terms of meeting proficiency goals in either reading or math. ,owever almost all
ethnic groups have met participation goals in reading and math. This shows that all ethnic groups are on the same page in both
proficiency and participation goals. 7verall the Spokane school district met 1+ goals 48of yes5 and did not meet *. goals 48 of
no5. Therefore their percentage of goals met is (1.'%.
(. What other demographics/data do you think would be useful to know of your students? !ny other comments 4limitations5
present in the categories presented above? !nything in particular 9stand:out; for you when reviewing this data?
While the chart provides a lot of demographic data " think it would be useful to know the type of family structure the students
come from 4single parent step family etc.5. "t would also be useful to know the socioeconomic status of each student<s family.
=oth of these pieces of data would help me to get to know my students on a more personal level as well as e&plain
circumstances issues or problems that may occur with my students throughout the year. While the data includes the
percentage of different ethnicities this data is limited in that it does not state the percent of students in each ethnic category
that are >nglish language learners. This data would be e&tremely helpful because as a teacher it is important to think about
what accommodations if any need to be made for your students.
TL 330 Equity Audit Name:
Section: Date:
The thing that stood out the most in the data is the differences in the percentages between the state district and school. =efore
completing the chart " e&pected the percentages to be somewhat similar.
.. What are one or two items that really caught your eye?
7ne statistic that caught my eye is that my school has /(.0% free or reduced lunch. This is compared to only ().1% at the state
level and .'.1% at the district level. " did not reali?e that so many of the students at my school are from lower income
households. !nother piece of information that caught my eye is that at my school the number of females is a lot higher than the
number of males. %or e&ample my school is ().'% male and .0.1% female. This was interesting because the state and district
percentages of males and females were much closer to .-%.
). What 2uestions do you have about this data?
"n terms of the !3$ data what is being done to better scores and increase the number of yeses schools receive?
"n terms of the !3$ data what do the different steps of improvement represent?
,ow much does the location of a school affect the demographic percentages?
What combinations of races are represented in the 9Two or @ore 1aces; category?
/. ,ow may this data impact your classroom<s teaching and learning?
The !3$ data will impact my classroom teaching and learning by making me aware of the problems my students may be going
through. %or e&ample by knowing whether or not they are meeting standards " can better differentiate my instruction to make
sure all students have a way to grasp general concepts. The demographic data will make me aware of problems my students
may be facing in their home lives. %or e&ample " can see how many students may be dealing with issues such as foster care or
low income 4free/reduced lunch5.
+. Aiven what you have already learned about Bulturally 1esponsive Teaching how might this data be useful in your classroom
community?
TL 330 Equity Audit Name:
Section: Date:
Aiven what " have learned about Bulturally 1esponsive Teaching this demographic data will be very useful in my classroom
during my student teaching e&perience. Since " can easily see which ethnicities are represented in my school " can prepare
myself by learning a little bit about each culture. =y becoming familiar with each ethnicity " can begin to find ways to
incorporate each student<s ethnic identity into my teaching. This will allow every student to be recogni?ed on a cultural level. "
also know that Bulturally 1esponsive Teaching includes teaching students that the Cnited States and the World are both
diverse. =y including my student<s cultures in my classroom " can establish the idea that like the Cnited States and the World
their classroom is also a diverse place. 7verall by establishing culture through ethnicity in my classroom " can help students
learn to respect each other<s differences and overcome preDudice and discrimination.
'. =ased on 2uestions 0a and 0b on the accompanying assignment sheet after locating the school<s neighboring tribal neighbor4s5
and finding the contact information for them from the Since Time "mmemorial website share who your nearest school<s Tribal
#eighbors areE
@y school<s nearest tribal neighbor is the Spokane Tribe. The Spokane Tribe lives on 1.'--- acres in Wellpinit Washington
which is about .- miles northwest of Spokane Washington. !t one point in history the Spokane Tribe managed 0 million acres
of land. Today the Spokane Tribe is working towards building their community through public service proDects that benefit the
1eservation such as rebuilding community centers. The Spokane Tribal office can be found at the following address and phone
numberE
)1'. %ord:Wellpinit 1oad
$7 =o& 1--
Wellpinit W! ''-(-
4.-'5 (.+:).--
TL 330 Equity Audit Name:
Section: Date:
Re-ein6 to :* in-omation (*0%%;*0%* ,D5)
!ny data points Dump out at you and/or catch your attention?
! piece of data that caught my attention is that the maDority of teachers and administrators are White. Therefore students
do not see a whole lot of diversity in schools when it comes to those they look up to.
!ny information makes you feel a certain way?
The fact that the maDority of teachers and administrators are White is e&tremely sad. We want to teach students that
diversity is something that is good and should be celebrated. ,owever how can we accomplish this if faculties do not
represent diverse populations? ,aving a maDority White faculty portrays the message that teachers and administrators
should be white. This is obviously not true and we need to make sure student know itFwe don<t want young kids who
wish to follow a career in education to be discouraged Dust because they are not White.
!ny remaining 2uestions after reviewing information?
" would like to know why the maDority of teachers are White. "s it because of the hiring process or the misconception
people have that teachers should be White since that is what we see? " would also like to know the percentage of teachers
who are male versus female. " know most elementary teachers are female but " would like to know Dust how big of a
difference there is.