Leaders caution that disaggregating data by student demographics is only the beginning of using continuous improvement for equity, not its entirety¶

Claim · All claims
Evidence · 1 study · qualitative r2 · q2
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Disaggregating data by student identity characteristics is an essential early step, but some educators mistakenly believe data disaggregation is the entirety of using continuous improvement for equity. → Valdez 2020

Evidence¶

Valdez 2020¶

Valdez, A., Takahashi, S., Krausen, K., Bowman, A., & Gurrola, E. (2020). Getting better at getting more equitable: Opportunities and barriers for using continuous improvement to advance educational equity. WestEd. https://eric.ed.gov/?id=ED606089

q2 · i? · qualitative · r2

In the promising-practice account of disaggregating data by student identity characteristics, leaders reported that the California School Dashboard publicly displays outcome data disaggregated by student groups, making inequities visible, and cautioned data disaggregation is "just the beginning".

"Interviewed leaders cautioned that while disaggregating data by student demographics is an important step, it is just the beginning of using continuous improvement methods for equity."

Discussion¶

Related Claims¶

• Education leaders believe continuous improvement, when done well, can unearth issues of equity and reveal root causes of inequities in education systems — related
• Data dives with disaggregated course success data surfaced equity gaps previously invisible to faculty — a narrower finding that bears on this claim
• Launching RPP work with disaggregated student data highlighted equity issues without assigning blame — a narrower finding that bears on this claim
• Barriers to using equity visualizations included lack of classroom diversity and teachers' own equity beliefs — related
• Only equity visualizations disaggregated by race/ethnicity and gender prompted teachers to reflect on how race/ethnicity or gender may impact student classroom experiences — related
• Continuous improvement can fall short when it becomes a compliance-based checklist activity detached from purpose and equity — related
• Utah's LQ indicator shifted school data conversations toward disaggregated growth of struggling students — related
• RPP workshops on concrete equity mechanisms influenced instructor practice within one term — related