Equity audits provide information on the characteristics of students, school personnel, and other resources the communities have at the school level to provide information that may inform questions of equity. Consequently, the information helps us develop potential solutions that benefits students and the community. Equity audits are an emerging inquiry method that appears to be gaining momentum in the educational policy arena (Skrla, McKenzie, & Scheurich, 2009). Equity ensures students have fair access to educational opportunities within and outside of school (Green, 2016). After studying the campus and district data, I was able to take a closer look and make connections with Richard Wilson Elementary School and its community. I compiled
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199, 2003) Teacher quality is an important predictor of student success, thus, it is critical to have quality teachers in schools when attempting to ensure systemic equity for students to learn they must have a good teacher who understand the high-quality skills and the evidence to assess them(Skrla, McKenzie, & Scheurich, 2009). They must have teachers, who believe they can learn, care if they learn, and ensure that they do learn. Teacher effectiveness is of great importance when considering the success of a campus. At Wilson, there are 33 teachers. The average number of years of teaching experience is 10.8 years. According to the TAPR data, most teachers at Wilson have less than five years of experience. I do not see years of experience as an inequity. Good teachers come in all shapes and sizes with various years of experience. A teacher with years of experience has knowledge gleamed from situations they have encountered through their years of service that is invaluable. New teachers come with valuable insights of new trends in education and ideas that a more experienced teachers does not know. The equity of teachers does not lie in the number of years that the teacher has been teaching, but in quality of instruction, they provide. While I was not surprised by most of the findings, I did find a few things interesting about how we …show more content…
In order to do this, I must look at the programs offered at Wilson and the number of students served by those programs. Of the 576 students enrolled at Richard Elementary School, 96.5% are Hispanic, 2.4% are white, and 0.9% are African American. Of the students at Richard, 93.1% are on the Free, reduced lunch program, and considered economically disadvantaged. The percentage of At-Risk students is 90.60%. the percentages of these two programs seem to be closely aligned. Of Wilson’s student population, 69.4 receive LEP program services, which is Bilingual or ELL. In the Wilson community, 96% speak Spanish in the home while only 4% of the homes are English. Not all Hispanic children are considered ELLs’, it depends on the language spoken at home and the English language proficiency. The percentage of Latino students at Wilson is 97% (Texas Education Agency, 2015). In further support of this finding, the school provides Bilingual and ESL Programs. The dual-language enrichment program at Wilson consists of native Spanish speaking students. Teachers are responsible for creating and supporting an environment that promotes bilingual and bicultural students. For this enrichment program to be successful, teacher are required to deliver instruction in the student’s native language. Under the Gomez and Gomez model, the instructions they provide are literacy, science and social studies instruction in Spanish, while math is
199, 2003) Teacher quality is an important predictor of student success, thus, it is critical to have quality teachers in schools when attempting to ensure systemic equity for students to learn they must have a good teacher who understand the high-quality skills and the evidence to assess them(Skrla, McKenzie, & Scheurich, 2009). They must have teachers, who believe they can learn, care if they learn, and ensure that they do learn. Teacher effectiveness is of great importance when considering the success of a campus. At Wilson, there are 33 teachers. The average number of years of teaching experience is 10.8 years. According to the TAPR data, most teachers at Wilson have less than five years of experience. I do not see years of experience as an inequity. Good teachers come in all shapes and sizes with various years of experience. A teacher with years of experience has knowledge gleamed from situations they have encountered through their years of service that is invaluable. New teachers come with valuable insights of new trends in education and ideas that a more experienced teachers does not know. The equity of teachers does not lie in the number of years that the teacher has been teaching, but in quality of instruction, they provide. While I was not surprised by most of the findings, I did find a few things interesting about how we …show more content…
In order to do this, I must look at the programs offered at Wilson and the number of students served by those programs. Of the 576 students enrolled at Richard Elementary School, 96.5% are Hispanic, 2.4% are white, and 0.9% are African American. Of the students at Richard, 93.1% are on the Free, reduced lunch program, and considered economically disadvantaged. The percentage of At-Risk students is 90.60%. the percentages of these two programs seem to be closely aligned. Of Wilson’s student population, 69.4 receive LEP program services, which is Bilingual or ELL. In the Wilson community, 96% speak Spanish in the home while only 4% of the homes are English. Not all Hispanic children are considered ELLs’, it depends on the language spoken at home and the English language proficiency. The percentage of Latino students at Wilson is 97% (Texas Education Agency, 2015). In further support of this finding, the school provides Bilingual and ESL Programs. The dual-language enrichment program at Wilson consists of native Spanish speaking students. Teachers are responsible for creating and supporting an environment that promotes bilingual and bicultural students. For this enrichment program to be successful, teacher are required to deliver instruction in the student’s native language. Under the Gomez and Gomez model, the instructions they provide are literacy, science and social studies instruction in Spanish, while math is