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We work to promote excellence and equity in education to achieve social justice.\u003Cbr>About CEE |  |\n| --- | --- |\n| MAEC established the Center for Education Equity (CEE) to address problems in public schools caused by segregation and inequities. As the Region I Equity Assistance Center, CEE works to improve and sustain the systemic capacity of public education to increase outcomes for students regardless of race, gender, religion, and national origin. CEE is funded by the U.S. Department of Education under Title IV of the Civil Rights Act of 1964.\u003Cbr>Authorship | |\n| This guide was developed through a partnership between MAEC and WestEd. Writers and developers of the materials were: Susan Villani, Susan Mundry, Velma Cobb, and Susan Henry, WestEd; and Phoebe Schlanger, Susan Shaffer, and Maria del Rosario (Charo) Basterra, MAEC.\u003Cbr>We appreciate insightful and specific feedback on the pilot version of this guide from:\u003Cbr>The Acton-Boxborough Public Schools, MA Data Inquiry Team:\u003Cbr>• Dawn Bentley, Assistant Superintendent for Diversity, Equity, and Inclusion and District Parent\u003Cbr>• Deborah Bookis, Assistant Superintendent for Teaching & Learning\u003Cbr>• Andrew Shen, Principal, Junior High School\u003Cbr>• Larry Dorey, Principal, High School\u003Cbr>• Dana Labb, Principal, Blanchard Memorial School\u003Cbr>• Heather Haines, Mathematics Curriculum Specialist/Coach and District Parent\u003Cbr>• Mike Balulescu, Social Studies Educator, Junior High School and Acton-Boxborough Education Association Co-President\u003Cbr>• Brigitte Seeley, Data Specialist\u003Cbr>• I’Esha Thomas, Counselor, High School\u003Cbr>• Sara Mann, English Teacher, High School\u003Cbr>• Sarah Mosher, General Education Teacher, Conant Elementary\u003Cbr>• David Green, Social Studies/History Department Leader, High School\u003Cbr>• Vin Wallack, General Education Teacher, McCarthy-Towne Elementary\u003Cbr>Marc I. Bernstein, Supervisor IDEA Services Bucks County Intermediate Unit \\# 22, Doylestown, PASteve Hamilton, consultant on the needs of students who are LGBTQIA+\u003Cbr>Barrett Wilkinson, MPPS, Equity Specialist, Portland Public Schools, Portland, ME\u003Cbr>Disclaimer |  |\n\nMAEC is committed to the sharing of information regarding issues of equity in education. The contents of this guide were developed under a grant from the U.S. Department of Education. However, these contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the federal government.  \n© 2021 MAEC. All rights reserved.  \nSuggested citation: MAEC, Inc. (2021) . A Data Inquiry Guide for Exploring Equity Issues and Solutions. Bethesda, MD. March 2021.  \n| Data Inquiry to Explore and Address Equity Issues | 6 |\n| --- | --- |\n| What Is an Equitable School? | 10 |\n| Why Is Data-Based Inquiry an Essential Component of Equity Work? | 12 |\n| Culturally Responsive Pedagogy and Practice Is Crucial\u003Cbr>Section 2 | 15 |\n| The Equity Data Inquiry Cycle | 18 |\n| Skills and Dispositions for Collaborating in Data Inquiry Teams | 19 |\n| Courageous Conversations | 20 |\n| Equity Data Inquiry Cycle | 28 |\n| Illustrating the Equity Data Inquiry Cycle\u003Cbr>Section 3 | 30 |\n| Data Inquiry Cycle: Further Considerations\u003Cbr>Steps in Equity Data Cycle\u003Cbr>Section 4 | 51\u003Cbr>51 |\n| Case Studies | 59 |\n| Peppermill Middle School | 59 |\n| Central Unified School District | 77 |\n| Harbor Elementary School | 92 |\n| MAEC Equity Audit Tool\u003Cbr>Section 5 | 108 |\n\nTable of Contents  \nIntroduction 1  \nSection 1  \nReferences 142  \nTable of Contents |A Data Inquiry Guide C  \nIntroduction  \nUsing Data to Improve Equity  \nThis guide is designed to help teachers and administrators use data to continuously improve equity in schools. Educators can also use data to engage students, parents/guardians, the community, and others who want to make positive changes in sch","cbCailJt8LAaHeSn","https://ap.wps.com/l/cbCailJt8LAaHeSn","pdf",1772595,154,"English","# Introduction\n## Using Data to Improve Equity\n# Data Inquiry to Explore and Address Equity Issues\n## What Is an Equitable School?\n## Why Is Data-Based Inquiry an Essential Component of Equity Work?\n## Culturally Responsive Pedagogy and Practice Is Crucial\n## The Equity Data Inquiry Cycle\n## Skills and Dispositions for Collaborating in Data Inquiry Teams\n## Courageous Conversations\n# Illustrating the Equity Data Inquiry Cycle\n## Data Inquiry Cycle: Further Considerations\n# Case Studies\n## Peppermill Middle School\n## Central Unified School District\n## Harbor Elementary School\n# MAEC Equity Audit Tool","[{\"question\":\"What is the purpose of this data inquiry guide?\",\"answer\":\"The guide helps educators and administrators use data to continuously improve equity in schools. It supports stakeholder engagement, action planning, and awareness of how well schools serve all students.\"},{\"question\":\"What framework does the guide introduce for exploring educational equity?\",\"answer\":\"It introduces MAEC’s Equity Audit Tools as a framework for exploring and assessing educational equity.\"},{\"question\":\"How does the guide support collaboration and conversations in equity work?\",\"answer\":\"It outlines skills and dispositions for collaborating in data inquiry teams and includes guidance for courageous conversations to discuss how schools serve different student subgroups.\"}]","A Data Inquiry Guide for Exploring Equity Issues and Solutions | PDF",1792044680,388]