1. Issues of Equity Presented by: Eunice Krinsky, CSUDH Merle Price, CSUN Linda Chaput, Agile Mind

2. Equity can be considered “as an operational principle for shaping policies and practices which provide high expectations and appropriate resources so that all students achieve at the same rigorous standard - with minimal variance due to race, income, language or gender.” (from the Forward to the book Setting our Sights: Measuring Equity in School Change by Ruth Johnson, 1996)

3. In SCALE therefore we Look at… the “expansive vision” - considering the results or outcomes Rather than …

4. the “restrictive view” - concentrating only on the process and on equal treatment

5. Four Major Factors To alleviate some of the achievement barriers 1. High goals, standards, expectations and accountability 2. High quality teachers with cultural competence 3. A rigorous curricular content 4. Continual monitoring

6. SCALE’s Approach to Factor 1 (High goals, standards, expectations and accountability) Districts have instructional guidance systems in mathematics and science aligning standards to common texts with pacing plans and interim assessments Districts have analyzed course sequences in secondary schools and adjusted or upgraded requirements for mathematics and science Districts use State NCLB Tests to Monitor Student Progress and Disaggregate data by subgroups

7. SCALE’s Approach to Factor 2 (High quality teachers with cultural competence) Focus on improved PD models for mathematics and science teachers Culturally Responsive Pedagogy called out in LAUSD instructional guides Targeting High Need Schools--LAUSD math and science institutes through CSU Partnership

8. LAUSD Mathematics Institute Participation 2005 and 2006

9. LAUSD Science Institute Participation 2005 and 2006

10. LDEnrollment#Math/ % Math #Science/ % Science #Schools Math/Sc. 1116,334 (15.6%)39 (22.4%)61 (16.4%)12/29 2110,870 (14.9%)27 (15.5%)71 (16.1%)8/30 394,216 (12.7%)11 (6.3%)55 (12.4%)5/20 495,370 (12.8%)3 (1.7%)35 (7.9%)2/29 596,596 (13.0%)27 15.5%)56 (12.7%)9/33 663,695 (8.6%)22 (12.6%)45 (10.2%)7/17 780,933 (10.9%)16 (9.1%)46 (10.4%)5/19 885,537 (11.5%)29 (16.7%)73 (16.5%)10/22 Tot743,55117444258/199

11. SCALE’s Approach to Factor 3 ( A rigorous curricular content) Instructional Guidance Systems include Pacing Plans Aligned to Standards and State Assessments for Mathematics and Science Science Immersion Implementation Includes Expectations of Rigorous Curriculum for All students that Includes Inquiry and Content Knowledge Algebra and Functions Mathematics Strand is a Focus from K-12 with Professional Development Focused on Pedagogy to Reach All Students including Technology Tools Evolving Partnership with Agile Mind and Biological Sciences Curriculum Study Is Built on an Equity Focus for High Schools

12. SCALE’s Approach to Factor 4 ( Continual monitoring) Districts monitor Periodic Assessments and Disaggregate Data in order to Monitor Implementation and Plan Professional Development SCALE RET Is Studying Implementation of Interim Assessments and Making Recommendations Monitoring Continues on SCALE Professional Development for Highest Need Schools with Targeted Recruitment of for Teacher Institutes(e.g. LAUSD Districts 2, 6, and 7) Effectiveness of SCALE PD Models is Studied by RET Team and in Related Studies (CSUDH QED and University of Wisconsin TPC)

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