District leaders can use a data-driven approach to understand and address opportunity gaps in advanced course-taking¶

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

Subclaims¶

q2 i? Gresham-Barlow School District administrators used a data-driven approach to understand and address opportunity gaps in course-taking. → Teresa Ketelsen 2020

Evidence¶

Teresa Ketelsen 2020¶

Teresa Ketelsen, Beth Tarasawa. (2020). How to promote equity in advanced coursework participation: Three strategies for closing the gaps—and retaining students. District Administration. https://www.nwea.org/research/publication/how-to-promote-equity-in-advanced-coursework-participation-three-strategies-for-closing-the-gaps-and-retaining-students/

q2 · i? · qualitative · r?

The article's abstract describes a district case: administrators in Gresham-Barlow School District, outside Portland, Oregon, took a data-driven approach to course-taking equity. No design details, measures, or outcomes are printed in the available text.

"District administrators in Gresham-Barlow School District (GBSD), just outside Portland, Oregon, took a data-driven approach."

Discussion¶

Related Claims¶

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• Education leaders believe continuous improvement, when done well, can unearth issues of equity and reveal root causes of inequities in education systems — related
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