TL 330

Equity Audit

Name: Hayley Swanson

Section: 2

Date: 10/12/2014

Race/Ethnicity (%)
Am In / Alaskan
Native
Asian
Pacific Islander
Black
Hispanic
White
Two or More Races
Free or Reduced
Lunch %
Special Education %
Bilingual %
Migrant %
Foster Care %
Male %
Female%
Total Enrollment

WA State

District

School

Teacher

Admin

1.6%

0.4%

0.0%

0.71%

0.96%

7.1%
9.0%
4.6%
20.4%
59.1%
6.3%

22.5%
23.1%
2.0%
7.3%
62.7%
4.8%

22.9%
23.9%
1.4%
5.9%
61.7%
7.5%

2.30%
0.15%
1.28%
3.37%
88.47%
3.73%

1.99%
0.23%
3.42%
3.82%
85.76%
3.79%

46.1%

10.1%

5.7%

13.0%
9.0%
1.7%
0.2%
51.6%
48.4%
1,047,390

9.5%
4.1%
0.0%
0.1%
51.2%
48.8%
18,422

7.0%
6.9%
0.0%
0.0%
50.3%
49.7%
582

X
X
X
X
28.63%
71.37%
61,596

X
X
X
X
51.63%
48.37%
X

Equity Audit Questions

1. What does the data tell you when comparing ethnicity % of the district and/or building in relation to the state?
a. Only two ethnicities are more common in my district/building than in the state overall: Asian/Pacific Islander and
white. Our district/building is below state average in all other demographics.
2. What does the data tell you when comparing the demographics of the teacher to the demographic makeup of the students?
a. The teachers are predominately white females, with very little racial variation. With 49.0% of students being either

TL 330
Section: 2

Equity Audit

Name: Hayley Swanson

Date: 10/12/2014
non-whites or of mixed race, and only 11.53% of teachers being either non-white or mixed race, it is unlikely that a
non-white student will, during their education, have a teacher that looks like them or comes from a non-white
background, leaving them underrepresented.

3. Review the Adequate Yearly Progress (AYP) Data. What does the data tell you about how well the various groups of students
are doing in reading and math (number of yes, number of no, % of yes/total)?
a. According to the 2010-2011 data, only Asian/Pacific Islander students, Hispanic students, and white students met the
proficiency goals in math for grades 3-5, and no group met the proficiency goal for reading (18% yes, 82% no). In
grades 6-8, only Asian/Pacific Islander students and white students met proficiency on math, and again no group met
the goal for reading (12% yes, 88% no). In grade 10, the scores improved: Asian/Pacific Islander and white students
continued to be the only group meeting math proficiency goals, but Asian/Pacific Islander, white, Hispanic, and low
income students met the proficiency goal in reading (37% yes, 63% no). Every group met the participation goal in each
grade group. Throughout this data, we see the pattern of Asian/Pacific Islander students and white students
continuously meeting proficiency, with few other groups doing the same.
4. What other demographics/data do you think would be useful to know of your students? Any other comments (limitations)
present in the categories presented above? Anything in particular stand-out for you when reviewing this data?
a. I think it would be good to know which of these students come from low-income households and who are ELLs and
who require accommodations. It particularly stood out to me that nobody met proficiency in reading until grade 10, and
then in grade 10, students did better in reading than in math. Math remained largely consistent throughout the years of

TL 330

Equity Audit

Section: 2

Name: Hayley Swanson

Date: 10/12/2014

testing.
5. What are one or two items that really caught your eye?
a. When I looked at the uniform bar for meeting proficiency, I noticed that in elementary schools the bar (in 2010-2011)
was 88.1%, 82.5% in middle school, and 87.2% for high school in reading. In math, the numbers were 58.0% in
elementary, 58.7% in middle, and 62.4% in high school. This seems particularly enlightening as to why almost none of
the groups passed reading.
6. What questions do you have about this data?
a. Id like to know what was going through the minds of the looney-toons who passed these proficiency level
requirements. Id also like to know what I could do to help my students of other backgrounds reach proficiency.
7. How may this data impact your classrooms teaching and learning?
a. Given that I will be entering a classroom that will need to reach 100% proficiency, my classrooms teaching and
learning will probably be greatly affected. Most, if not all, the students wont meet proficiency, and my wealthier
students will probably receive advantages outside of school such as private tutoring and assistance from parents. This is
only going to further widen the achievement gap between low- and high-income students.
8. Given what you have already learned about Culturally Responsive Teaching, how might this data be useful in your classroom
community?
a. It is going to be a huge challenge to try to incorporate CRT in my classroom when the test scores are so low and
pressure is being put on teachers and the districts by the government. However, it may be more important now than
ever before, specifically for this reasonto keep students from getting lost in the world of test-taking.

TL 330

Equity Audit

Section: 2

Name: Hayley Swanson

Date: 10/12/2014

9. Based on questions 3a and 3b on the accompanying assignment sheet, after locating the schools neighboring tribal neighbor(s)
and finding the contact information for them from the Since Time Immemorial website, share who your nearest schools Tribal
Neighbors are:
a. The closest tribe to the Issaquah School District is the Snoqualmie Tribe.