Equity Audit &

Root Cause
Analysis
University of Mount Union
Greg Howard

Data Set Description

Class of 2016, 4- year longitudinal analysis

Mathematics OAA, Grade 7
Mathematics OAA, Grade 8
Mathematics OGT, Grade 10
Mathematics STAR Data, Grade 11

Data Set
139 Students
Analysis Categories: Gender, Ethnicity, IEP Status

Subgroup Description
Racial Subgroups
White 87%
African American 1%
Multi-Racial 4%

Students with Special Needs

IEP Status 19%
Non IEP 81%

Gender Subgroups
Male 44%
Female 56%

Subgroup Analysis
OAA Math Grade OAA Math Grade OAA Math Grade OGT Math Grade
Performance Level 6
7
8
10
Advanced

457-569

458-569

459-550

444-575

Accelerated

435-456

436-457

432-458

425-443

Proficient

400-434

400-435

400-431

400-424

Basic

377-399

378-399

379-399

384-399

Limited

272-376

273-377

278-378

250-383

% of Student
Population

OAA 6 Math
Mean

OAA 7 Math
Mean

OAA 8 Math
Mean

OGT Math
Mean

State
Testing
Overall
Mean

STAR Fall
Mean

100%

450.18

424.875

423.05

430.27

432.09

840

87%

438.3

424.7

423.5

430.4

429.23

4%

485.5

443

414

453.6

1%

None

407

393

19%

387

387.9

44%

422.2

56%

447

STAR
Winter
Mean

870

STAR
MEAN

Growth

855

30

843.2

876.2 859.7

34.04

449.03

743.6

646.3 694.95

-97.6

374

391.33

None

None

None

None

392.7

392.9

390.13

738.2

819.9 779.05

84.5

420.3

415.8

430.3

422.15

815.4

837.3 826.35

10.95

429.8

431

437.6

443.85

865.8

902.1 883.95

36.3

Subgroup Analysis
Observations

IEP subgroup mean was the lowest of all subgroups for State Testing
Scores but showed the most growth on the STAR test.
Female scores where higher than male mean scores on all six
assessments.
Multi-racial student mean scores where highest of all racial
subgroups on the state testing data but showed the least amount of
growth on the STAR test.
IEP students had a mean average below proficient on all four of the
state testing assessments.
African Americans make up 1% of the student population (2
students)
African American and IEP subgroups mean score where significantly
lower than all other subgroups (40 points below the next subgroup
of white)
Mean scores for the 6th grade OAA and OGT fell in the Accelerated
performance level where the 7 th and 8th grade scores fell within the
Proficient performance levels. The correlation appears to be that
the students scores tend to drop during the 7 th and 8th grade year
but tend to go back to performing one performance level higher on
the 10th grade OGT.

Subgroup Analysis
Observations

20% of the 6th grade scored below proficient, 31% scored proficient
24% of the 7th grade scored below proficient, 39% scored proficient
18% of the 8th grade scored below proficient, 43% scored proficient
25% of the 10th grade scored below proficient, 15% scored proficient
There is no real correlation between the STAR scores mean and the
State Test Scores mean.
The multi-racial subgroup was the highest state testing mean score,
but the lowest STAR test mean score.
IEP students had the lowest state test mean score and much higher
STAR test mean score.
IEP subgroup showed the most growth (84.5) on the STAR test and
multi-racial students showed the worst (-97.6), while white students
showed a growth of 34 and there was no data on the African
American Students because they did not take the test.
The female students (883.95) outperformed the male students
(826.35) on the STAR test by 57.6 points, which is a positive
correlation to what the state testing results

Subgroup Analysis
Plausible Explanations

African American Subgroup: This subgroup has minimal number of

students(2), there have been significant decrease in mathematics performance
from 7th grade to 10th grade. This group growth is not comparable with the
entire student population. The fact that both of these students are labeled as
having a learning disability could affect the scores of this subgroup.
White Subgroup: This subgroup is the biggest subgroup, making up 87% of
the population. Due to the fact this subgroup is showing consistent progress in
growth shows that effective instruction is occurring with this group.
Multi-racial Subgroup: This subgroup had the highest mean average of the
state testing assessments. Therefore, our district is doing a good job at
meeting the needs of these students. The area of concern for this group is that
this group was the only group to have negative growth on the STAR test. The
testing environment and the way the test is given might have had an impact on
this group during STAR testing.
IEP Subgroup: This subgroup mean average was one of the lowest subgroups
next to the African American subgroup. Since the students mean average for
this subgroup is below the proficient level, the students needs are not being
met. A re-evaluation of the special education program is needed to see how we
can meet the needs of this subgroup.

Subgroup Analysis
Plausible Explanations

Male v. Female: The female subgroup had mean test score than the male subgroup
did throughout the state assessments. The female subgroup also had a greater
growth in the STAR assessment than the male subgroup. Possible factors such as the
amount of socioeconomic factors, behavior and parental support could have an
impact on the discrepancy between the scores. These factors tend to affect the male
students more in todays learning environment.
OAA/OGT Correlation: The students scored higher on the OGT than they did on the
7th grade and 8th grade OAA across all subgroups except for the African American
subgroup. The content that was tested on the 7 th and 8th grade OAA test must have
been more difficult than the content on the OGT based on this analysis.
STAR/State Test Correlation: The fact that the STAR test is aligned to the new
common core standards and the OAA/OGT are aligned to the Ohio standards makes it
difficult to compare these two tests since they are measuring two different form of
standards. It is difficult to compare the multi-racial difference in test scores based on
this fact. These two tests are also taken in a different format and environment which
could affect the scores results of the two tests.
Student Growth: The STAR math data for most of the subgroups has shown that
there has been student growth throughout this data set 11 th grade school year. The
one subgroup that has not shown much growth is the multi-racial subgroup. This
population only makes up of 4% of the student population and makes up a small
population of the student body.

Interview Protocol
What are the districts greatest strengths and
weaknesses in regards to equity? Are there specific
subgroups that need to be addressed? If they are
being addressed, how so?
What do you believe to be the communitys
perception of equity in our schools?
Does the district consider equitable issues when
hiring staff and other personnel? If so, how and under
what circumstances?
How consistent are the districts racial subgroups? Do
they change year to year? If so, which ones fluctuate?
What is the greatest misconception regarding equity
in our district?
What are some next steps we could take (or are
taking) as a district to become more equitable?

Interview #1 Insight
Principal

What are the districts greatest strengths and weaknesses in regards to

equity? Are there specific subgroups that need to be addressed? If they are
being addressed, how so?

Our strength is we have a larger amount of students who are equitable

so we are able to focus on those who may be a part of the subgroups
who struggle. Our weakness is the fact that our staff who are not new
to the district sometimes have a hard time adapting to those types of
students who may have struggles and belong to multiple subgroups.
Some of our students might be multi-racial and on an IEP.
We do have students with disabilities and low income subgroups, we
try to identify these struggles through our RTI process and through our
intervention period, Cardinal Time.

What do you believe to be the communitys perception of equity in our

schools?
I think a lot of our community is not aware of the fact that we do have
a large population of subgroup kids. Our community is spread amongst
three four towns and a lot of land area so sometimes they do not
realize major economic differences.

Interview Insight #1
Does the district consider equitable issues when hiring staff and other personnel? If so,
how and under what circumstances?

When hiring we do our best to hire the best candidate. As a building principal,
this is my goal no matter what the equity of my candidates.
How consistent are the districts racial subgroups? Do they change year to year? If so,
which ones fluctuate?
Our racial sub-group is African American and it has remained between 3 and 6
percent in our district for at least the past 20 years.
What is the greatest misconception regarding equity in our district?
All of our kids look the same so they are the same! This is a huge
misconception of our district.
What are some next steps we could take (or are taking) as a district to become more
equitable?
We need to continue to close the subgroup gaps such as socioeconomic, racial
groups and students with disabilities. We must continue to look at these
subgroups and change our school plans with the changes that are occurring in
our community.

Interview # 2 Insight
Assistant Principal

What are the districts greatest strengths and weaknesses in regards to equity? Are there
specific subgroups that need to be addressed? If they are being addressed, how so?

I think our greatest strength is that we try to continue to meet the needs of all our
students at Sandy Valley. I think our weakness is in dealing with equity is
communication between school and the parents of those subgroups who continue to
struggle. Mainly the communication is difficult with the students of socioeconomic. The
subgroups that I feel we need to continue to work on are the subgroups that struggle.
The main subgroups that I feel need to be addressed are the subgroups of students with
disability and socioeconomic subgroups. We are continuing to try to meet the needs of
these students through our RTI process and intervention period.

What do you believe to be the communitys perception of equity in our schools?

I would say our community has a good understanding that our school is spread out and
has students from different types of backgrounds. I believe that our community believes
that we provide services and support to students from a diverse community. The
community believes that he same support and services are available to all our students
no matter what race, culture tor socioeconomic background.
Does the district consider equitable issues when hiring staff and other personnel? If so, how and
under what circumstances?

We typically try to hire the best candidates for the job. I do believe that our staff is not
very diverse. Over 95% of the staff in our school district is white. I do believe if we
diversified our staff a little bit that students of racial subgroups could benefit from
having a more diverse staff.

Interview Insight #2

How consistent are the districts racial subgroups? Do they change year to year? If so, which ones
fluctuate?

Our racial subgroups have not changed over the past couple of years. Most of our
populations stay the same. Over thirty years ago, our population at Sandy Valley used to
have more African Americans. However, as the economy has changed so has our population.
There have been families that move in to our district because of the Oil drilling in the area.
It is not uncommon for some families of multi-racial background move into our area.

What is the greatest misconception regarding equity in our district?

That since all our students are mainly white that they are all the same. This is not true
because all our kids come from different backgrounds, different socioeconomic status. Our
district covers a lot of area and you will be surprised at the difference from one area to the
next is in our district. A lot of people will be surprised to find out that some of our students
come from $400,000 house and some of them live in the Sandy Valley Estates (Tailor homes)
right around the corner.

What are some next steps we could take (or are taking) as a district to become more equitable?
I think we are moving in the right direction. I always feel that we can do a better job in this
area. I believe that we need to continue to build relationship with our parents and our
community. We have started the RTI process over the last couple years to help bridge the
gaps between our groups of students. We must continue to work on the students in the sub
groups of IEP and Socioeconomic. Whatever we do as a district going forward we must do
what is the best interest of every child.

Survey Questions and

Results
Question: Please Check all that apply to you

Survey Questions and

Results

Survey Question Results

Question 2: Which Gender are you?

Survey Questions and

Results
Question 3: What is your Ethnicity?

Survey Questions and

Results

Question 4: What is the highest level of education you have completed?

Survey Questions and Results

on 5: To what extent do you agree or disagree with each statement regarding

Valley Local School District?

Survey Questions and

Results

estion 5: To what extent do you agree or disagree with each statement regarding
ndy Valley Local School District?

Survey Questions and

Results

Survey Questions and

Results

Survey Questions and

Results

Survey Questions and

Results

Survey Questions and

Results

Survey Analysis
The Process:
Created the Survey using Survey Monkey
Sent an e-mail to the high school and middle school
staff including the administration, teachers, aids, and
counselors
Responses were returned within a two day time frame
Also sent an e-mail to twenty parents in our community
that I have contact with as current or former students
or parents of athletes that I have coached.
I asked twelve students to take the survey that I have
in my Algebra 1 resource class and RTI Math class.
The charts and tables in this report were created using
Survey Monkey.

Survey Analysis
Analysis:
Out of the 75 Staff Members at the Middle School and High School, 41
filled out the survey which means about 55% of the staff population
responded.
Out of the 20 Parents, 11 of the parents filled out the survey which
means about 55% of the parent population responded.
Out of the 12 Students, 11 of the students filled out the survey which
means about 92% of the student population responded.
It should be noted that some of the responders selected more than
one category when responding. That is why there are higher number
of parent responses. Some of the staff members in the district do
have students in the district.
Out of the total 53 responses, 32 of them where female and 21 of
them where male. This means that this data is represented from
more of a female perspective.
With 94.34% of the responses being white or Caucasian, the
responses do not represent the minority population well.
59.62% of the total responses have completed graduate school.

Survey Analysis
The highest percentage of disagreement (12.24% strongly disagree, 57.14% disagree),
was the statement, our school district actively recruits teachers from different cultures.
Implying that the school district may want consider hiring staff members from different
cultures.
The highest percentage of agreement (23.08% strongly agree, 73.08% agree), was the
statement, Our teachers tailor instruction to meet the needs of a diverse group of
students. Implying that our teachers do a good job of trying to meet the needs of the
diverse students in their classrooms. In addition, 66.67% of the people surveyed agreed
with the following statement, Our instruction is differentiated to meet the needs of all
students needs. These results support that our school district is doing a good job
diversifying our instruction to meet the needs of the diversity in our classrooms.
44.23% disagree and 5.7% strongly disagree with the following statement, Our school
celebrations reflect various cultures and introduce the community to new and different
cultures. This results that our school district may be favoring a certain view point when
celebrating holidays. Our district should look into creating a more diverse culture of
celebrations of holidays. Right now our district lacks the celebration of specific holidays
such a black history month. We should try to incorporate more celebrations of other
cultures to give our students the opportunity to learn more about other cultures and
make our curriculum more culturally diverse.
60% agree and 28% disagree with the following statement, Parent and/or guardian
support of and involvement in the school are consistent across racial and ethnic student
backgrounds. This implies that our school district is doing a good job of communicating
and keeping the parents involved across the different student backgrounds we have in
the classroom. The 28% disagreement also means that this is an area that we could
improve in as well. We must continue to make efforts to maintain diverse communication
strategies that benefit all members of our community regardless of their background.

Plan of Action
Area of Weakness (based from data analysis,
district leader interviews, & staff/community
survey)
IEP subgroup achievement levels
Growth of Multi-Racial Subgroup on the STAR test
African American subgroup achievement levels
Parental involvement on minority subgroups of
Multi-racial and African American.
Lack of cultural diverse staff members in the
district
Lack of cultural diversity in the curriculum
Staff has a lack of understanding of how to get
the data for students scores in the TestingWerks
program.

Plan of Action
Area of Strength (based from data analysis, district leader
interviews, & staff/community survey)
The majority of the students are achieving at a high level. On all
four of the State Testing assessments the students. The
proficiency level at each grade level is 75% or higher.
Multi-racial subgroup mean of achievement on state testing
assessments are the highest subgroup (453.6)
White subgroup mean of achievement on state testing
assessments is high (429.23)
Female subgroup mean of achievement on state testing
assessments is high (443.85)
Teacher do a good job of differentiated their instruction to meet
the needs of the diverse student body of the district.
Regardless of students cultural, ethnic or economic background,
our district treats each student equally. All students have the
same opportunities and are treated fair and respectfully.
Parent and guardian support and involvement in the school are
consistent across racial and ethnic student backgrounds.

Plan of Action
Review our current special education model.
Why are our IEP students not having as high of
success on the state tests? Evaluate our
current resource model to see if we need to
change to more of an inclusion model.
Professional development for the support staff
that works with students with disabilities.
Have them find strategies that they can use to
help students with disabilities become more
successful.
Incorporate more lessons in the curriculum that
are more culturally diverse. Have the English
department incorporate books that are
culturally diverse. Have the Math department
incorporate other cultures into their lessons.

Plan of Action
Create a survey for parents and community members
on how our district could do a better job of getting
them involved.
Professional development to train staff members on
how utilize testing information from the TestingWerks
database.
Create data teams that will be responsible for data
analysis, TeskingWerks, and people in the building
that teachers can go to regarding data analysis.
Finally with all the changes coming with testing, our
district must continue to have a commitment to being
a data driven district. Teacher, administrators,
parents, counselors, students and community
members must continue to work together to
understand the importance of data and the analysis
of it.