[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-585597-105":59,"doc-detail-585597-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","data-literacy-with-an-equity-mindset","Data Literacy with an Equity Mindset","","The text frames racial equity in education systems as a prerequisite for equal opportunity, especially for Black students and learners served under IDEA. It argues that progress requires reliable, current data and the moral fortitude to address challenges using both quantitative and qualitative sources. It organizes recommendations into themes such as disproportionality, inclusive leadership, equity audits, intervention evaluation, culturally responsive recruitment and support, and meaningful family and stakeholder engagement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/data-literacy-with-an-equity-mindset/585597/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/data-literacy-with-an-equity-mindset/585597.png","ImageObject",300,407,{"name":92,"@type":93},"Alex Sinclair","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"Why is data literacy with an equity mindset necessary for achieving educational equity?","Question",{"text":112,"@type":113},"Because change is difficult without reliable and current information about student and teacher performance, including areas that may not be working for Black students and learners under IDEA.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"What kinds of data should leaders consider beyond standard student outcome metrics?",{"text":117,"@type":113},"They should look beyond disaggregation of quantitative datasets to identify achievement gaps, including qualitative data collected through surveys, interviews, and focus groups.",{"name":119,"@type":110,"acceptedAnswer":120},"How should educators use equity audits and intervention evaluation to support Black students?",{"text":121,"@type":113},"By determining who is and isn’t succeeding, identifying root causes of deficiencies, correcting them through next steps, and evaluating impact on student learning and on interventions that aim to improve outcomes.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},585597,1793141938,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":81,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":39,"preview_page_count":4},1099523882182,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Data Literacy with an Equity Mindset  \nWHAT ARE THE QUESTIONS ABOUT RACIAL EQUITY IN OUR SYSTEMS THAT COULD BE TRANSFORMATIVE, IF ANSWERED?  \nAs state, district, school, and community leaders, it is critical to recognize the importance of making sure students of all backgrounds and abilities have an equal or equitable opportunity to succeed. Yet, historically, this goal of educational equity has been difficult to achieve. Our efforts have waxed and waned as a result of changing laws, demands, and conflicting priorities. But, achieving equity for Black students is as important nowas it has ever been.  \nWe all recognize that change is rarely easy, but it is nearly impossible without reliable and current information about student and teacher performance. Of additional importance are areas of our education systems that are or are not working for Black students, especially those who are or should be served under the Individuals with Disabilities Education Act (IDEA) .  \nA promising way to continue our way forward is to be strategic and intentional about it, and to systematically identify and quantify the conditions for learning that contribute to group differences in outcomes and experiences. We must also use that information and data to be strategic and intentional about the resources and, equally as important, we must possess the moral fortitude to accept and addresses these challenges.  \nWhen we think about data and data literacy, we often immediately look to that swarm of data out there ready to tell us about student outcomes—for example, test scores, graduation rates, dropout rates, and grades. However, approaching data literacy with an equity mindset means that we are looking beyond the disaggregation of quantitative data sets to identify achievement gaps. Rather, weare examining data that is often qualitative and typically not part of our state and federal report submissions—data that is collected through surveys, interviews, and focus groups.  \nIn order to rethink data with an equity mindset, we approached a group of National Center for Systemic Improvement (NCSI) Thought Leaders and asked them:  \nWhat are the questions about racial equity in our education systems that could be transformative, if answered?  \nAfter collecting their recommendations, we organized their list based on the characteristics of an equity mindset as outlined by Nadelson et al.1 For many of the questions, we have included further information from the Thought Leaders as to why these questions are important, along with any references to research.  \nAdvocates for Equity  \nNeeds | Disproportionality  \n• How do institutionalized policies, procedures, and research influence who is determined to have a disability through the sorting, classification, and placement of students? How can we challenge these cultural practices?2  \n• To what extent do educators have the skills, tools, and coaching support to move beyond identifying disproportionality and move to identifying actionable root causes?  \nFor more information on our Thought Leaders, visit:  \n[https://ncsi.wested.org/meet-the](https://ncsi.wested.org/meet-the)thought-leaders/  \nInformal Leadership | Inclusive Practices  \n• How can we measure and improve inclusive principal leadership practices? How might those practices support a culture that is inclusive and rigorous for all students, teachers, and families?3  \n• Are screening, referral, and assessment practices, procedures, and tools unbiased and nondiscriminatory?  \nAll Students Can Succeed  \n• When considering the achievement data in your system, are you completing an equity audit to determine who is and isn’t being successful, then problem-solving around what the root cause of any deficiencies are and what next steps you can take to correct them? How can you support your districts, buildings, professional learning communities, or classrooms to make equity audits part of their regular processes?4  \n• How are you evaluating your impact on student learn","cbCaiuoHyySMXqvG","https://ap.wps.com/l/cbCaiuoHyySMXqvG","pdf",518595,"English","# Data Literacy with an Equity Mindset\n## Equity-minded questions for racial equity\n## Advocates for Equity: Needs | Disproportionality\n## Inclusive Practices: Informal Leadership\n## All Students Can Succeed: Equity audits and impact evaluation\n## Culturally Responsive: Educator recruitment, development, and support\n## Meaningful family, student, and stakeholder engagement","[{\"question\":\"Why is data literacy with an equity mindset necessary for achieving educational equity?\",\"answer\":\"Because change is difficult without reliable and current information about student and teacher performance, including areas that may not be working for Black students and learners under IDEA.\"},{\"question\":\"What kinds of data should leaders consider beyond standard student outcome metrics?\",\"answer\":\"They should look beyond disaggregation of quantitative datasets to identify achievement gaps, including qualitative data collected through surveys, interviews, and focus groups.\"},{\"question\":\"How should educators use equity audits and intervention evaluation to support Black students?\",\"answer\":\"By determining who is and isn’t succeeding, identifying root causes of deficiencies, correcting them through next steps, and evaluating impact on student learning and on interventions that aim to improve outcomes.\"}]","Data Literacy with an Equity Mindset | PDF",1792055244]