Template downloaded from the CALAPA Website (password protected)

CSUSM is part of a field test in this program and has permission to use the document (YOu may use in future Fielld
Project)

Equity Gap Analysis, Potential Causes, and Problem

Statement Template
Directions: Respond to the prompts below. Type your responses within the brackets following each prompt. Do
not delete or alter the prompts.

I. Equity Gap Analysis

Directions: Respond to the following prompts to describe your equity gap analysis and explain your findings.

1. Define each equity gap you have identified through your data analysis, including:
a. the priority student group or groups that are affected by the equity gap(s)
[The priority group identified is the 6th grade in both the girl’s and boy’s
departments.]
b. the services, resources, and/or outcomes within which there are equity gap(s)
[The gaps found, as indicated by their test scores, seem to be due to change in
scheduling and help adjusting to the departmentalized classrooms.]
2. Describe how the quantitative and qualitative data you have collected and analyzed support
the equity gap you have identified, including:
a. how specific trends and patterns in the quantitative data demonstrate the
equity gap(s)
[When looking at the reading results for both male and female students there
seems to be a steady increase or maintaining of the scores for most cohorts. However,
when looking at the class of 2016 and 2017, scores in both reading and math decline
from the 5th grade to 6th grade. These dips range from a 0-17% drop from one school
year to the next.]

b. how the qualitative data provide insight into the equity gap(s)
[Students in the 6th grade have many changes they need to deal with and they
lose focus on their academics. There are also changes socially which can take the
forefront of their minds instead of their education.]

Copyright © 2017 by the California Commission on Teacher Credentialing

1900 Capitol Avenue, Sacramento, CA 95811 Page 1 of 2
All rights reserved. FT_17-18
 Template downloaded from the CALAPA Website (password protected)
CSUSM is part of a field test in this program and has permission to use the document (YOu may use in future Fielld
Project)

II. Potential Causal Factors

Directions: Respond to the following prompt to explain potential causal factors, including institutional and/or
structural factors.

3. Explain the potential causal factors you have identified, including the factors that you have
determined are underlying causes of equity gaps.
[After talking to the principal and teachers it seems like there are many changes placed
upon the student between the 5th and 6th grade. One change is switching from a self-
contained classroom to a departmentalized system. Most students seem lost and spend
most of the first quarter finding their supplies and classrooms. Additionally, more homework
is required of the students, and many of the teachers use teacher created curriculums
instead of publisher curriculums. Moreover, there are over 15 different teachers with
different experience levels and teaching methods which can also be a contributing fact to
the decline in reading and math achievements.
Socially the 6th grade is when students begin to divide themselves socially. This is also
aided by their physical removal from the elementary buildings into the junior high building.
Students begin to be more concerned about their social standing instead of their education.]

III. Problem Statement

Directions: Prepare a problem statement that culminates from your data collection and analysis. Your problem
statement should define a specific problem related to equity at the school that will be the focus for further planning
for school improvement in Step 3.

4. Problem Statement: Define the area of educational need (achievement and/or well-being)
that you have identified.

[The transition made between 5th and 6th grade is taxing on the students and is causing
their academic achievements to decline. Their emotional needs and study skills need to be
addressed. With the proper coaching and study skills courses the students can revise the
support necessary to succeed. These skills can be addressed by a school psychologist or a
teacher trained and hired to address these issues. Additionally, it is important to train teachers
in the 6th grade to transition their students during the first half of the school year instead of
diving into the curriculum in full force.]

Copyright © 2017 by the California Commission on Teacher Credentialing

1900 Capitol Avenue, Sacramento, CA 95811 Page 2 of 2
All rights reserved. FT_17-18