This book presents a model and tools for collecting and analyzing data, beyond only test scores, that leads to systemic analysis and change that benefits groups that had previously been underserved by the system. It combines the framework of Cultural Proficiency with the process of school audits. Because of the requirements of NCLB, many schools realize that their schools have an achievement gap. This book will help them look at more and better sources than raw test scores such as school conditions and the assumptions and beliefs of the school's educators about the students they serve. As a result of conducting an equity audit, educators will learn what they need to do differently for all students to be successful in their school.
Randall B. Lindsey is emeritus professor at California State University, Los Angeles and has a practice centered on educational consulting and issues related to equity and access. Prior to higher education faculty roles, he served as a junior and senior high school history teacher, a district office administrator for school desegregation, and executive director of a non-profit corporation. All of his experiences have been in working with diverse populations and his area of study is the behavior of white people in multicultural settings. It is his belief and experience that too often white people are observers of multicultural issues rather than personally involved with them. He works with colleagues to design and implement programs for and with schools, law enforcement agencies, and community-based organizations to provide access and achievement. He and his wife and frequent co-author, Delores, are enjoying this phase of life as grandparents, as educators, and in support of just causes that extend the promises of democracy throughout society in authentic ways.
Foreword Preface Acknowledgments About the Authors Part I. Creating Culturally Proficient Schools 1. The Unfolding of the Democracy as a Moral Imperative 2. The Tools of Cultural Proficiency Part II. Knowing the Demographics of Your School 3. NAEP Data Show the Way, With Limitations 4. The Peer Group Model: Achievement and Access Data 5. Planning the Cultural Proficiency Inquiry 6. Rubrics as Keys to the Cultural Proficiency Inquiry Part III. The ABC Case Study School and Your School 7. Data Set #1: Finding Meaning in Achievement Data 8. Data Set #2: Finding Meaning in Student Access Data 9. Data Set #2 (Extended): Finding Meaning in Access Data Unique to Secondary Schools 10. Data Set #3: Profiles of Educator Conversations About Your Students 11. Advocacy for Social Justice Appendix References Index
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