TL 330 Equity Audit Name: Whitney Ward

Section: 02 Date: Oct. 14 2014

!ace"Ethnicity #$% WA State Di&trict Schoo' Teacher Admin
Am (n " A'a&)an
Nati*e
1.+ 1., 3.2 .-1 .,+
A&ian -.1 2.. 1.1 2.3 1.,,
/aci0ic (&'ander 1.1 4.0 2.2 .1. .23
2'ac) 4.+ 2.1 2.1 1.21 3.42
3i&4anic 20.4 ,.0 11.4 3.3- 3.12
White .,.1 -1.0 ++.- 11.4- 1..-+
T5o or 6ore !ace& +.3 11.3 13.1 3.-3 3.-,
7ree or !educed
Lunch $
4+.1 .,.1 11.+
S4ecia' Education $ 13.0 2.1 .+
2i'in8ua' $ ,.0 4.1 1.,
6i8rant $ 1.- 0 0
7o&ter 9are $ 0.2 .4 0
6a'e $ .1.+ .1.2 ...3
7ema'e$ 41.4 41.1 44.-
Tota' Enro''ment 10.0,00 21-.3 4+.
Equity Audit :ue&tion&
1. What does the data tell you when comparing ethnicity % of the district and/or building in relation to the state?
From the data I notice that the percentage of ethnicity at the state level is more spread out, if you will, than at the
district level. At the state level for eample, !"% of students are of White ethnicity, #$.%% are of &ispanic ethnicity, and '.(%
are of )acific Islander ethnicity. *oo+ing at the numbers at the district level I see that ,(% of students are of White ethnicity,
((.-% are of two or more races, and "% are of &ispanic ethnicity. .his eample shows that while the dominate group at both
the state and district levels is comprised of White ethnicity, the district has a higher population of students of White ethnicity,
leaving less room for students that identify with other ethnicities.
2. What does the data tell you when comparing the demographics of the teacher to the demographic ma+eup of the students?
.he data shows a great ma/ority of teachers and administrators being of White ethnicity. .hat was the main statistic that
/umped out at me. .he demographics of the teachers are definitely unbalanced in comparison to the demographic ma+eup of
the students. What is my reaction to this? I believe it sends a message to students0 the message being that most of my teachers
are white females, so that must mean only white females should be teaching. I certainly hope that I will be able to show my
students that this is not the case and that they can set out to do whatever they want to do.
3. 1eview the Ade2uate 3early )rogress 4A3)5 6ata. What does the data tell you about how well the various groups of students
are doing in reading and math 4number of yes, number of no, % of yes/total5?
In loo+ing at the data for the #$(-7(% school year, I noticed that while all students met their reading proficiency and
participation goals, the student group made up of two or more races and the student group receiving special education services
did not meet A3). All of the students in the #$(-7(% year did not meet the A3) in 8ath. Another detail I noticed was the
amount of student groups from which numbers were fewer than re2uired. .he % of yes/total was -9.'%. I:m not completely
sure what that means but I:m going to assume that it isn:t where they should be.
4. What other demographics/data do you thin+ would be useful to +now of your students? Any other comments 4limitations5
present in the categories presented above? Anything in particular ;stand7out< for you when reviewing this data?
At the time these demographics were recorded, the school had a population of ''.9% of students receiving free or
reduced lunch. I now +now that this percentage has risen slightly to '"%. .his is an etremely important fact for me to +now
about my students. What does this tell me? I have students who aren:t able to eat at home for varying reasons. I have students
coming in to the classroom with their brea+fast because we are re2uired to allow them that time to eat it. .hese students are
coming from low7income homes.
.. What are one or two items that really caught your eye?
=esides the population of students who receive free or reduced lunch, I noticed that while students of a white ethnicity
ma+e up over !$% of the whole student population, there are students who are of &ispanic, American Indian/Alas+an >ative,
Asian, )acific Islander, =lac+, and of two or more races. >o matter what the percentages are, I will have diversity in my class
and all over the school. I should +eep this in mind.
+. What 2uestions do you have about this data?
.his is more of a pondering than a 2uestion, but it would be interesting, when I have more time, to compare different
years: demographics to see how they:ve changed. I wonder if these percentages have generally stayed the same or if they:ve
fluctuated.
-. &ow may this data impact your classroom:s teaching and learning?
I thin+ this data /ust stresses the point and reminds me that every student is different, whether it be their ethnicity, race,
learning ability, or interests. It is unrealistic to epect a ;coo+ie7cutter< classroom, and loo+ing at these statistics bac+s that fact
up. 8y school may not be as diverse in its student population as others, but that doesn:t mean we shouldn:t pay attention to
who ma+es up our school.
1. ?iven what you have already learned about @ulturally 1esponsive .eaching, how might this data be useful in your classroom
community?
An important component of @1 teaching is to be aware of who your students are and where they come from. .his is a
good first step to +nowing. =ut this shouldn:t be the only thing I rely on. It is important to get to +now my students by tal+ing
to them, their parents, other teachers maybe, complete some research, and by encouraging a sharing, promoting, and nurturing
environment for all 4among many other things5.
,. =ased on 2uestions -a and -b on the accompanying assignment sheet, after locating the school:s neighboring tribal neighbor4s5
and finding the contact information for them from the Aince .ime Immemorial website, share who your nearest school:s .ribal
>eighbors areB The S4o)ane Tri;e
Apo+ane .ribe of Indians
9("! Ford7Wellpinit 1oad
)C =o ($$
Wellpinit, WA ""$%$
.ribal officeB !$"7%!'79!$$