TL 330

Equity Audit

Name: Kellie DeRuwe

Section: 2

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

Date: 10/12/14

WA State
1.6%

District
1.9%

School
3.0%

Teacher
.65%

Admin
.96%

7.1%
8.1%
4.6%
20.4%
59.1%
6.3%
46.1%

2.5%
4.0%
2.8%
9.0%
71.0%
11.3%
59.1%

.4%
4.9%
3.2%
10.4%
61.9%
16.7%
85.4%

2.37%
.13%
1.13%
3.75%
88.37%
3.43%

1.99%
.23%
3.42%
3.82%
85.76
3.79%

13.0%
1.7%
1.7%
.2%
51.6%
48.4%
1,047,390

2.1%
4.8%
0.0%
.4%
51.2%
48.8%
28,478

3.3%
7.7%
0.0%
.5%
53.9%
46.1%
548

Equity Audit Questions

1. What does the data tell you when comparing ethnicity % of the district and/or building in relation to the state?
The first thing that sticks out to me from the percentage data is the overwhelming percentage of white students compared to the
amount of white students in Washington State. This tells me that there is a high white population in Spokane District 81. I also
noticed that most of the other ethnicities had a lower percentage than the states percentage.
2. What does the data tell you when comparing the demographics of the teacher to the demographic makeup of the students?

TL 330

Equity Audit

Name: Kellie DeRuwe

Section: 2
Date: 10/12/14
The data shows me that most teachers in Washington State are white rather than other ethnicities. There is a significantly low
number of all other ethnicities that make up the teachers demographics in Washington.
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)?
It is obvious from the AYP report that all groups of students are not proficient at reading and writing at all ages. I also noticed
that most groups of students participated in the in the assessment but there are a couple ethnicity groups that did not in grades
3-5. For math the Asian, pacific islander and students with limited English did not pass the participation AYP. For math
students with two or more races, and special education students did not pass the participation AYP.
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?
For me it would be nice to know the percentage of students that are new to the United States within the last 2-3 years. This
would make differences when looking at why or why not they may not have passed the AYP. The only one thing that really
stood out to me was the percentage comparison of whites to other ethnicities because the white population had so much more. I
would also like to be able to see the specific demographics of teachers in the Spokane school district.
5. What are one or two items that really caught your eye?
I thought it was interesting to see the demographics of teachers in Washington State. I was not surprised with this data though
because when I think about my past teachers most of them are white. What also stood out to me was the low percentage of
Hispanic teachers. Coming from an area where there is a large Hispanic population I thought the number would be larger.
6. What questions do you have about this data?
My question is what the percentage from male to female teachers are in Washington. I have a good idea that there are a lot
more females than males but I would like to see the numbers. I also am wondering if the percentage of students other than
white are going up, down or staying the same.
7. How may this data impact your classrooms teaching and learning?
This data has made me think about what cultures I need to be aware of in my classroom. I think I should learn about these
cultures so I have a better understanding of why they do what they do. For example in my practicum class we have a couple

TL 330

Equity Audit

Name: Kellie DeRuwe

Section: 2
Date: 10/12/14
Marshall Island students and they show up late most days. The reason for this is because in their home country time is not
treated the same as it is here. They show up when they want rather than on time or early like we do in the US.
8. Given what you have already learned about Culturally Responsive Teaching, how might this data be useful in your classroom
community?
This data would be useful because I would know what cultures to talk about and be aware of in my classroom. If I had
Hispanics in my class or African Americans I would be sure and include learning about these cultures in the class. All students
would find it fun to learn about where they come from and their traditions.
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:
Spokane Tribe
6195 Ford-Wellpinit Road
PO Box 100
Wellpinit, WA 99040
Tribal office: 509-458-6500