Staff perceptions of instructional equity varied by role: teachers, special education teachers, and administrators most positive; paraprofessionals, resource officers, and counselors least positive¶

Claim · All claims
Evidence · 1 study · associational r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Roles were associated with statistically significant differences in instructional equity perceptions, with teachers, special education teachers, and administrators most positive and paraprofessionals, school resource officers, and counselors/psychologists least positive. → McCullough 2022

Evidence¶

McCullough 2022¶

McCullough, S. N., Hashmi, S., Austin, G., & Cerna, R. (2022). Instructional equity and respect for diversity in schools: Staff perceptions vary by race/ethnicity and by role. WestEd. https://eric.ed.gov/?id=ED621215

q2 · i? · associational · r2

Observational analysis of CSSS data disaggregated by staff role (Exhibit 5); the brief reports statistically significant differences in perceptions by role on the seven-item Instructional Equity scale. No effect size is printed.

"Teachers, special education teach- ers, and school administrators had the most posi - tive perceptions on the Instructional Equity scale. Conversely, paraprofessionals, school resource officers, and school counselors and psycholo - gists agreed with the equity items less frequently."

Discussion¶

Related Claims¶

• African American secondary school staff perceived their schools' instructional equity less positively than staff of other races/ethnicities — related
• Respect for diversity perceptions also varied by staff role, with prevention staff polarized and resource officers and counselors lower — related
• Fewer than half of secondary staff strongly agreed that their schools foster instructional equity (46%) or respect for diversity (45%) — related