Education as a power
for increased access to opportunity, theoretically, is implicit in the design
of our education system. If we consider this statement to be true, one interpretation
of the data in schools, is that the differences between demographic groups show
that the current design and performance of education within our country serves
students of varying demographic groups in differing ways. The differing ways
are not equitable across groups and thus produce differing achievement.
Societal factors that are outside the services provided within the education
context increase these inequalities.
If the intent of the education system is to serve students equitably, we need to ascertain if our system is realizing this purpose. One means of doing so is a system of measurement with the explicit purpose of measuring for equity. Truly such a system has yet to be fully realized on a national scale.
The indicators to achieve this would need to ensure that the pursuit of equity encompasses both the goals to which the nation/ states aspire for its children as well as the various mechanisms to attain those goals.
Two types of indicators needed include:
(1) indicators that measure disparities in students’ academic achievement and attainment outcomes; and
(2) indicators that measure equitable access to resources and opportunities, including the structural aspects of school systems that may affect opportunity.
Singular measures in isolation are usually unable to capture the full complexity of a given situation. A better measurement system has the capability of measuring distinct factors and giving insight into how those factors work together. A collection of indicators, measured overtime, have the potential to demonstrate complexity, highlight patterns of difference across demographic groups (National Academies of Sciences, Engineering, and Medicine, 2019) as well as provide opportunity to raise awareness and focus attention.
Reference:
National Academies of Sciences, Engineering, and Medicine. (2019). Monitoring educational equity. Washington, DC: National Academies Press. https://doi.org/10.17226/25389
If the intent of the education system is to serve students equitably, we need to ascertain if our system is realizing this purpose. One means of doing so is a system of measurement with the explicit purpose of measuring for equity. Truly such a system has yet to be fully realized on a national scale.
The indicators to achieve this would need to ensure that the pursuit of equity encompasses both the goals to which the nation/ states aspire for its children as well as the various mechanisms to attain those goals.
Two types of indicators needed include:
(1) indicators that measure disparities in students’ academic achievement and attainment outcomes; and
(2) indicators that measure equitable access to resources and opportunities, including the structural aspects of school systems that may affect opportunity.
Singular measures in isolation are usually unable to capture the full complexity of a given situation. A better measurement system has the capability of measuring distinct factors and giving insight into how those factors work together. A collection of indicators, measured overtime, have the potential to demonstrate complexity, highlight patterns of difference across demographic groups (National Academies of Sciences, Engineering, and Medicine, 2019) as well as provide opportunity to raise awareness and focus attention.
Reference:
National Academies of Sciences, Engineering, and Medicine. (2019). Monitoring educational equity. Washington, DC: National Academies Press. https://doi.org/10.17226/25389