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To serve all students: the case for race equity professional development for public school district central office staff. EMPA Capstone presentation by Kristen Miles. “All I care about is the color of money.” Three categories of literature:

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To serve all students: the case for race equity professional development for public school district central office staff

EMPA Capstone presentation by Kristen Miles

background literature review
“All I care about is the color of money.”
  • Three categories of literature:
                • Race equity professional development in public school districts and its impact on student achievement.
                • Race equity professional development in public organizations and its impact on organizational performance and development
                • The moral and ethical obligations of the public school system with respect to race equity
                • Because of the documented evidence that public education is inequitable for students of color, and because whole organizational change requires whole organizational participation, there is a need for race equity PD for central office staff.
                • More research is necessary.
Background/literature review
purpose of the study hypothesis
Twofold purpose of study:
    • To develop a rationale for race equity PD for central office staff in public school districts
    • To identify the essential components of such a program
  • Hypothesis: Public school district organizational performance with respect to mission-driven work will be improved when race equity professional development is expected of all district employees, including central office staff.
Purpose of the study/hypothesis
research questions
How does the implementation of a race equity PD program impact the performance of public school districts?
  • Does the presence of a race equity PD program impact student academic performance data when it is provided to teaching staff AND central office employees?
  • Does the presence of a race equity PD program impact student academic performance when it is provided to teaching staff but NOT to central office employees?
  • What are the ethical and moral obligations of a public school district with respect to race equity?
  • What components should be included in a race equity PD program designed for public school district central staff?
Research questions
methodology
Local district demographic and performance data; survey responses
              • Racial demographics
              • Racial student achievement gap data
              • Survey responses
              • Calculated level of “equity integration”
              • Nationally-recognized districts (as ranked by Forbes and the Broad Foundation)
                  • Racial demographics and special populations (TAG, ESL, SpEd)
                  • Racial student achievement gap data
                  • Level of “equity integration” as evidenced by board-adopted policies and race equity PD programs.
                  • Race equity PD providers and their programs
Methodology
research outcomes
Mixed data
    • In local districts, where equity integration increased, the Math achievement gap decreased; the Reading gap increased
    • Broad districts + local districts:
      • The correlation is strongest between teacher PD and a decrease in the Reading gap.
      • The next strongest correlations were between providing PD to teachers and central office staff, and narrowing the gap in Reading and Math.
      • All other correlations were weak.
        • Race equity PD programs:
            • Only three had a focus specific to race.
            • All were weak with respect to involvement of the central office.
            • None discussed outcomes.
Research outcomes
research outcomes cont
Suggested components of a race equity PD program for central office staff:
    • Needs assessment
    • Adopt and adapt
    • Examine the impact
    • Organizational development and performance measurements
    • Transformation and sustainability
Research Outcomes, cont.
significance and implications
Anecdotal evidence points to a relationship between the provision of race equity PD and a decrease in the racial achievement gap, but the relationship cannot be statistically validated.
  • There is a moral and ethical obligation to undertake equity-based PD, which stands separately from the issue of PD impact on student performance.
  • This study challenges K-12 race equity PD providers to meaningfully include central office employees in developing their programs.
  • There should be future studies dedicated to determining the strength of the link between race equity PD and student achievement.
  • This project further solidified my passion for race equity, my interest in organizational change, and my resolve to continue with education policyin my career.
Significance and implications
acknowledgements
I extend my deep gratitude for their support and encouragement to the following:
    • Dr. Douglas Morgan
    • All EMPA professors
    • The 2011 EMPA cohort
    • My little family
    • My bigger family, and many friends
Acknowledgements
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