Transition Team 2016-17 Final Report

32 \ SCHOOL CHOICE, EQUITY & EXCELLENCE
may be developed. Without a
firm grounding in the structural
analysis of bias and oppression of
race and class in the United States,
it is far too easy for staff to develop
solutions based on faulty root
cause analyses.
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While GCS has clearly invested
significant time and effort in this
work over a period of several
years, the disproportionate
outcomes by race, class, ethnicity
and disability – combined with high
staff turnover rates – indicates that
more work is needed, requiring
a long-term investment and a
systemic focus.
• Common internal school “systems”
that appear race/value neutral but
often produce disproportionate and
inequitable outcomes include:
−−
Human Resource recruitment
strategies, screening systems and
placement policies and practices at
the district and/or school levels;
−−
Student application, criteria
and screening systems for AP/
IB course enrollment, magnet/
choice school enrollment, special
education referrals, discipline
referrals and discipline codes,
Honor Society memberships,
access to clubs, field trips and
enrichment activities, among
others.
−−
Financial systems, including
funding formulas and human
resource allocation formulas
and processes.
−−
School-based fundraising efforts,
including efforts by ancillary
partners such as PTAs, Booster
Clubs, etc.
−−
Maintenance and capital
allocations, including access
to current operational and
instructional technologies.
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It is also important to review the
data to identify the inequities
that exist around racial/ethnic/
socioeconomic status and other
divides commonly found in
American society.
Currently, GCS disaggregates data
revealing inequities in student
outcomes that range from scores on
standardized state tests to disciplinary
referrals and placement in special
education. The data shows that
students of color, students who live in
poverty, and students who do not speak
English are under-represented in AIG
(gifted) programs, courses and magnet/
choice offerings, are over-represented
in special education, and have
lower scores in nearly all academic
achievement measures, including CTE
completion rates.
While GCS has
clearly invested
significant time and
effort in this work,
the disproportionate
outcomes by race,
class, ethnicity and
disability indicate
that more work is
needed.
Conversely, students of color overindex
in suspension rates, poor
attendance, etc. In some situations,
Black students who are not considered
economically disadvantage achieve at
lower rates on standardized tests than
White students who live in poverty.
This data must be reviewed and
addressed with a goal of eradicating
gaps and achieving equity.
To improve outcomes, however,
requires more than data analysis and
stronger grounding in structural and
institutional racism, as important and
foundational as these strategies are.
Improving outcomes also requires
solid root problem identification, action
planning and integration/application
of the knowledge, skills and abilities
honed by a greater investment in
professional learning.
For example, there needs to be
purposeful engagement of diverse
perspectives (i.e. in hiring staff from
a diverse panel of interviewers) and
alternative of engagement methods
(i.e. meditation for problem students
vs. detention). There should also
be exposure to alternative teaching
methods that may better engage
diverse students.
2. Magnet Schools and Programs
• Create an Office of Innovation and
Choice whose full-time job is to
develop, support and evaluate
magnet schools and programs; and
develop, implement and monitor the
selection and admission process
to ensure all magnet schools and
programs success. This office would
also be responsible for school choice
and the development of new schools.
• Establish a centralized process of
admission to all programs including
developing admission criteria for
magnet schools and programs and
ensuring that admission criteria
relates to the magnet theme, is fair
and provides for equitable access for
all students.
• Adopt a centralized electronic
application process that is common
across grade levels.
• Establish a strong marketing and
information campaign using every
available resource to communicate
to parents/community a clear
understanding of school options,
transportation eligibility, and
application timelines.
• Review magnet schools and
programs that have had historically
decreasing or low enrollments or
are consistently low performing, and
based on this review, consolidate
and/or eliminate programs as
appropriate.
• Consider expanding magnet schools
and choice programs that have more
applicants than seats and those with
waiting lists.