TL 330 Equity Audit Name:Aleya Peters

Section: 2 Date:10/9/1
!ace/Et"nicity #$% &A State District Sc"ool Teac"er Admin
Am 'n / Alas(an
Nati)e
1*+ 0 0 0*,1 0*9+
Asian ,*1 2* 2* 2*3 1*99
Paci-ic 'slander 9*0 2* 2* 0*1. 0*23
/lac( *+ 2* 2* 1*20 3*2
1is2anic 20* 3*0 3*0 3*3, 3*02
&"ite .9*1 09*0 09*0 00*, 0.*,+
T3o or 4ore !aces +*3 2* 2* 3*,3 3*,9
5ree or !educed
Lunc" $
+*1 12*. 12*.
S2ecial Education $ 13 1*3 1*3
/ilin6ual $ 9 0*0 0*0
4i6rant $ 1*, 0*0 0*0
5oster 7are $ 0*2 0*0 0*0
4ale $ .1*+ 0*0 0*0
5emale$ 0* .1*2 .1*2
Total Enrollment 180,8390 1+0 1+0 .18+,.*.9 3802*0
Equity Audit 9uestions
1. What does the data tell you when comparing ethnicity % of the district and/or building in relation to the state?
Colton school district has a much less diverse population of students than the rest of the state. Although the records indicate
that we have a minimal amount of diversity, it is difficult to see in the actual population of students. f you were to loo! at my
district of !ids you would identify even more than "#."% of them as white.
TL 330 Equity Audit Name:Aleya Peters
Section: 2 Date:10/9/1
$. What does the data tell you when comparing the demographics of the teacher to the demographic ma!eup of the students?
%eacher demographics are much more white dominant than the students ma!eup. can see how this would cause problems of
self&esteem in students or racial identity. can't imagine being (ative American and only !nowing of one teacher in the entire
state that is my own ethnicity. )nless were to see! them out, they probably wouldn't ever be !nown to me.
*. +eview the Ade,uate -early .rogress /A-.0 1ata. 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/total0?
%he A-. tells me that although over 23% are proficient, that two out of three of the races are not proficient. Also notable is the fact
that any student who had limited 4nglish, special education or low income was not proficient. %his tells me that these groups are
probably not getting enough of our attention and support to become proficient.
5. What other demographics/data do you thin! would be useful to !now of your students? Any other comments /limitations0
present in the categories presented above? Anything in particular 6stand&out7 for you when reviewing this data?
What stood out to me is that certain groups are lumped together8 such as special education. %here is such a wide variety of
ability levels and functionality in special needs. also noticed that there are only male and females. %here is no third option for
the students who are a little older and do not identify as male or female.
9. What are one or two items that really caught your eye? %he biggest percent that caught my eye was the free or reduced lunch.
had no idea that almost half of students in our state ,ualify for this help. Clearly our minimum wage needs to increase.
2. What ,uestions do you have about this data? want to !now why things such as foster care are noted but not 4:: or adopted
children?
TL 330 Equity Audit Name:Aleya Peters
Section: 2 Date:10/9/1
;. <ow may this data impact your classroom's teaching and learning? %his data ma!e me reali=e that my students aren't being
e>posed to what the rest of the state has the advantage of being e>posed to. need to wor! e>tra hard to educate my students
about all the diversity that our classroom lac!s.
". ?iven what you have already learned about Culturally +esponsive %eaching, how might this data be useful in your classroom
community? thin! this data @ust shows that we have a lot of diversity in our state. We should be using this to our advantage
and celebrating the diversity.
#. Aased on ,uestions *a and *b on the accompanying assignment sheet, after locating the school's neighboring tribal neighbor/s0
and finding the contact information for them from the Bince %ime mmemorial website, share who your nearest school's %ribal
(eighbors areC Bpo!ane %ribe