We know that teachers are the leading in-school factor in student success. An equity gap occurs when historically disadvantaged student groups are less likely than their peers to be assigned to teachers who are experienced, in-field, or highly rated.
After using the Student Learning Experience (SLE) Summary Report to identify equity gaps, this website provides starting points for addressing the gaps. Each link leads to an optional template for planning and tracking the work of developing, implementing, and monitoring equity strategies. After reviewing the general equity guidance below, users can click on the table for suggestions and resources tailored to specific types of equity gaps.
Successfully taking steps to address equity gaps does not always mean eliminating the gaps in the SLE report within a year. Rather, the aim is to ameliorate any disparities in student groups' learning experiences and outcomes. For example, if a school usually has many inexperienced teachers, leaders may plan to decrease the number of new teachers in the long term—but in the short term, they may work with teacher preparation programs to train the best possible new teachers. Thus, students of inexperienced teachers are more likely to have a high-quality learning experience.
Use additional data
Your district may have data that is more up-to-date than that found in DESE reports. To augment the SLE Summary Report, consider using recent local data, like new evaluations or local benchmark assessments.
Ask self-assessment/stakeholder engagement questions to explore root causes
Develop strategy starting points & monitor progress
Users may also view one-page resources for each equity gap, and optional templates for planning strategies to address equity gaps, together in a single document .
Last Updated: June 3, 2020
Massachusetts Department of Elementary and Secondary Education
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