Attachment B
Summary / Analysis of Community Input Received
The Equity Task Force gathered feedback from more than 400 school district residents,
including approximately 120 Spanish-speaking families through feedback from face-to-
face conversations at community centers and with parent-teacher organization groups,
with several student groups comprising students of color, and with principal and staff
groups. Individual responses to an on-line survey were also collected. The group
publicized in school newsletters, on the MMSD website, and on announcement cards at
computer terminals in Madison public libraries.
The following summary attempts to give the reader a flavor of the feedback received. It
is not inclusive of all responses.
Questi A. What percentage of the respondents understood the
on 1 – definition of equity?
What 62% responded to Question 1 by paraphrasing the definition or
does making a relevant comment about one or more aspects of the
the definition. These responses were interpreted as indicating
definit understanding.
ion of
For example:
equity Equity and equality are not the same. Opportunities are provided to each student
mean based upon their needs.
In this instance, equity means distributing resources fairly. Where the need is
to greater, greater resources should be allocated.
you? For each MMSD student to have full access to opportunities, each student needs to
be supported in ways that maximize his/her potential. Not all students have the
A. same needs; some need more support than others, and that additional support
What should be provided to the greatest extent possible.
percent
age of B. If they did not understand the definition, what were
the the common issues?
respond
ents Many respondents interpreted equity to mean equal, or the
underst same. This was especially true for native Spanish speakers
ood the who universally interpreted “equity” as “equal.” This
definiti confusion in terms may have arisen from the difficulty in
on of adequately translating the definition.
equity?
For example:
B. If It means that something may not be fair, but it will be equal.
they The definition of equity means everyone is given an equal and fair chance to
did not provide what they are capable of doing.
underst That all students have the same rights/opportunities to complete school activities
and benefit from the educational system regardless of their skin color, ethnic
and the background, home life, values, income level, etc. No student should get more or
definiti less than the other depending on these items.
on, It means that all schools should have equal resources for students to access, not
just certain schools.
what
were
Themes
(Question 1)
the
commo
Addendum to the Board of Education Equity Task Force Final Report 2007
Attachment B – Summary/Analysis of Community Input Received by the Task Force
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Responses were also clustered into common “themes” or ideas.
Questi Some of the key themes are listed below with a description of the
on 1 – responses received.
What
does Resources
the The issue of resources came up 76 times in response to the first
question. Examples of comments are:
definit
ion of Resources should be “equal” across schools (regardless of student demographics).
equity Different schools should have different resources to meet different challenges.
Resources include time to plan and collaborate, time for teacher training, leadership
mean training.
to Extra-curriculars are part of resources; some schools have more than others.
Funding and resources should be based on student need to level the playing field.
you? Resources including funding, support, time, opportunities, buildings, “movers and
Themes shakers” staff, effective leadership, high-quality teachers, course offerings, small class
sizes, paying participation fees, technology, transportation, libraries, curriculum,
specialized programs like reading programs, safe environments.
Issues of how PTOs help support schools and more affluent schools get better things
(field trips, equipment, etc.) because of active PTOs.
Resources allocated according to student needs, not student numbers.
Enhancing resources for high-need populations without “taking away” from other
students.
Strategic use of limited resources to maximize the chances of fulfilling the goal of
students learning and thriving to the best of their interests and abilities.
Repeated comments on more resources for higher-poverty schools.
Accountability/Ability to Implement Equity Definition
Some respondents either thought the definition was too vague or
were concerned that the definition was insufficient without
implementation strategies and district accountability measures.
Examples of comments:
Good definition, but the devil is in the details.
It needs TEETH. It has to be closely connected to resources and allocations or else it’s
wishful thinking.
I’m very concerned it will result in a policy that is not enforceable and effective.
The school community needs more mechanisms to hold leadership accountable for
decisions – more evaluations, in-depth opportunities for diverse families to give
feedback on principal and staff.
MMSD administration has to be more proactive in monitoring schools – how each
school is reflecting changes in the community.
The definition sounds nice, but seems hard to measure. It does not directly deal with
issues of privilege, race, classicism, and homophobia which are engraved on our
systems, are what is causing much inequity and are hard to overcome.
Opportunity and access don’t NECESSARILY result in excellence and social
responsibility.
We shouldn’t pass policy without wide community support for it. In the absence of
that, such a policy would be just another meaningless gesture to our community’s
marginalized communities.
It’s an adequate definition, but it means nothing without follow through actions .
Themes (continued)
(Question 2)
Preparation
Questi
on 2:
Addendum to the Board of Education Equity Task Force Final Report 2007
Attachment B – Summary/Analysis of Community Input Received by the Task Force
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Comments frequently reflected concerns about staff and student
preparation and what the district should do to prepare students to,
for example, reach for higher academic expectations.
Parents, schools and administration need to help students understand they need to
complete all of their respective classes or face consequences.
Teachers and staff should participate in more training to respect a broader range of
other cultures.
Give schools, staff and students better tools to improve safety.
Bilingualism
Greater cultural diversity in hiring and staffing
More Spanish speaking teachers
Schools and classrooms need to provide translators and translations
More classes in Spanish for those children not yet proficient in English
Classroom information sent home should be in other languages
School meetings, programs and publications in multiple languages
Bilingual bus drivers
Preparing more well-rounded students
Free after school programming
Free early childhood education
Free sports
Free strings
Teaching diversity classes will prepare students to be better, more responsible
members of their schools, families and community.
District-wide increase in mentoring and tutoring.
Prepare more “out of the box” programs for students that do not fit into current
classroom or learning structures.
Preparing transitional programs for students who transfer into the Madison school
system.
Attitudes
The dominant attitudes reflected in responses to Question 2 were
about:
-- cultural, racial and socio-economic factors related to
tolerance, acceptance and understanding;
-- safety and discipline;
-- community and family involvement including outreach
and family accountability.
Themes (continued)
(Question 2)
For example:
Questi
on 2: Equity is about changing the way we see each other…Equity will come about when we
raise a generation of children tolerant of differences and engaged in their democracy
How to stop the processes leading to inequity.
can an All families should be considered…bilingual staff should be available…to help ensure
a good mix of all cultures/viewpoints.
equity Social interactions and school safety are a direct “spinoff” of high expectations.
policy Create a community of acceptance and unity with a common goal of learning with
meaningful cultural and social development.
be We provide excellent education in Madison, yet many families do not understand how
used to appropriately support and/or access it.
to
impro
Addendum to the Board of Education Equity Task Force Final Report 2007
Attachment B – Summary/Analysis of Community Input Received by the Task Force
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Students must be getting these attitudes from home, so we need to concentrate on
teaching parents/guardians how they are affecting overall dynamics of a school.
Students wouldn’t feel out of place at school; they would feel more respected.
If the school understands that the parents speak Spanish, they provide the information
in Spanish.
Base it in basic principles: respect, opportunity, aide, valor/values, harmony,
patience, work, safety and protection.
Resources
More than 140 responses to Question 2 related to resources.
((Interestingly, few of the responses from student and Spanish-
speaking groups mentioned resources, other than funding for
college (students) and interpreter services (Spanish-speaking).
Responses from these groups were more focused on
attitudes/expectations and opportunities to succeed.))
For example:
Buildings need more discretion to allocate for their populations, especially when they
have higher numbers of low-income or high-needs students.
Buildings with more high-needs kids need increased resources.
It shouldn’t be either/or – should not actively cut from higher-income schools to fund
lower-income schools.
Resources should be allocated per child, not by building. It doesn’t help low-income
or high-need children in relatively affluent buildings if they don’t have the
individualized supports needed.
Social work, guidance counseling, psychology, special education services are all
critical for kids who come in with fewer opportunities.
Themes (continued)
(Question 2)
Leadership
Questi
Respondents offered ideas for leadership of equity efforts in schools
on 2: ranging from -- determining the specific steps that educators and
How administrators can take to help ensure excellence in education for
can an minority students -- to providing a mission, a high expectation for
equity staff and students, a statement of philosophy that can be used as a
policy guide or outline for all district personnel to follow.
be
Accountability
used Responses also reflected concern that the district be accountable for
to ensuring that the equity policy is used and enforced.
impro
ve For example:
school
Make sure all students get a fair share in education, not just a few students.
s? Ensure just, fair policies for all.
Themes It needs to be clear, behavioral, measurable, and embraced by the staff. It needs to
have a strong sense of vision and passion that motivates and inspires staff and the
community.
The equity policy needs to be broken down into measurable pieces. It needs a clear
picture of what things should look like.
Addendum to the Board of Education Equity Task Force Final Report 2007
Attachment B – Summary/Analysis of Community Input Received by the Task Force
Page 5 of 5
It can be used to mandate changes that need to occur.
It gives schools the responsibility for coming up with plans to make sure no kids fall
through the cracks.