DEI Staff Survey

• Initial results

DEI Staff Survey

DEI Measures

• Opportunity to Learn (OL)
• Instructional Excellence (IE)
• Engaged and Inspired Learner (EIR)
• Workplace Environment (WE)
• Physical Integration (PE)
• Social-Emotional Engagement (SEE)

Rating Scale

• Strongly Disagree to Strongly Agree
• 4-point scale with 2.5 at the mid-point
• ↑ mean rating above 2.5
• ↓ mean rating below 2.5

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Group Difference

• Significant difference is defined as at least 0.5 difference between ratings which is also statistically significant at p < .05
• Comparison is between groups with at least five individuals responding to the survey

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All Measures

DEI Measures

• Ratings were aggregated over each area
• Negatively worded questions were recoded to follow the same direction before aggregating
• Higher values mean positive ratings for each area*

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Group Differences

• Black/African American staff members’ ratings on Workplace Environment were significantly lower than White staff members

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OL: Opportunity to Learn

IE: Instructional Excellence

EIR: Engaged and Inspired Learner

WE: Workplace Environment

PE: Physical Integration

SEE: Social-Emotional Engagement

Opportunity to Learn

OL1: We do not use tracking to group or schedule students.↓

OL2: Student groups are equally represented in advanced/accelerated courses.

OL3: Student groups are equally represented in intervention/special education courses &amp; services.

OL4: All students have access to a challenging curriculum. ↑

OL5: I am able to meet the needs of a diverse group of students. ↑

OL6: Teachers have high expectations for all students. ↑

OL7: There are active working relationships between home and school to increase opportunities to learn.↑

• Comparisons were between Hispanic and White staff members
• No significant differences between the two groups
• Below 2.5 mean rating on OL1 for both groups

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Opportunity to Learn (open-ended questions)

OL1: We do not use tracking to group or schedule students.↓

OL2: Student groups are equally represented in advanced/accelerated courses.

OL3: Student groups are equally represented in intervention/special education courses &amp; services.

OL4: All students have access to a challenging curriculum. ↑

OL5: I am able to meet the needs of a diverse group of students. ↑

OL6: Teachers have high expectations for all students. ↑

OL7: There are active working relationships between home and school to increase opportunities to learn.↑

Home School Relationship

• Varies among staff and buildings
• Challenging to involve parents; unequal supports at home
• Need to build teacher/parent partnership

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Diverse student population

• Not all teachers have high expectation for all students. Implicit bias exists with regards to student learning and student background.
• District curriculum and standards have not adapted to the needs of current student population
• Lack of diversity in school programs (e.g., gifted, SPED, intervention services)
• PD needed for working with ELL students

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Instructional Excellence

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IE1: All students experience quality core instruction.↑

IE2: Grading and progress reports are focused on subject mastery and competence.↑

IE3: Teachers notice students’ individual instructional needs and have systems to differentiate as needed.↑

IE4: Educators have access to professional learning that builds their technical and intellectual skills.↑

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• Comparisons were between Hispanic and White staff members
• No significant differences between the two groups
• Above 2.5 mean ratings were for both groups on all IE questions

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Engaged and Inspired Learner

EIL1: Students are engaged in a wide range of leadership activities within the school. ↓

EIL2: Student aspirations are fostered.↑

EIL3: Students select learning opportunities related to their interests.↓

EIL4: Students are provided authentic and applied learning experiences that link with their goals and aspirations.

EIL5: Our school environment fosters the development of positive self-image for all students.↑

EIL6: Our curriculum (topics, stories, texts, examples) is reflective of the lived experiences of our student population.↓

• Comparisons were between Hispanic and White staff members
• No significant differences between the two groups
• Above 2.5 mean ratings on EIL2 and EIL5, but below 2.5 mean rating on EIL1, EIL3, and EIL6 for both groups

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Workplace Environment

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WE1*: In my experience in EMSD, I have had staff treat me as if I was being “too sensitive” about issues of race, class, gender, sexuality, or ability. ↓

WE2: In my experience in EMSD, I have shared personal feelings or had an honest discussion with students whose race is different than my own.

WE3: The social and emotional needs of staff are adequately supported in our school

WE4: I have colleagues I go to to have open and honest conversations about issues of race, class, gender, sexuality, or ability↑

WE5: I feel comfortable having open and honest conversations about issues of race, class, gender, sexuality, or ability with colleagues outside my identities.

WE6*: I have felt like I did not belong in my school due to my race, class, gender, ability, or sexual preferences.

WE7*: Colleagues have interacted with me in ways that I believe show bias.

WE8*: I have observed colleagues behaving in ways that show bias toward others.

Group Differences

• Comparisons were between Black, Hispanic and White staff members
• Black staff members rated WE6* significantly higher than White staff members
• Black staff members rated WE7* significantly higher than White or Hispanic staff members
• Higher values on negatively worded questions mean less positive ratings.

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Physical Integration

PE1: Our student body is diverse.↑

PE2: Our school publicly values a diverse student body.↑

PE3: Efforts are made to promote students’ respecting, and interacting with, students from different backgrounds.↑

PE4: School facilities and resources are equitably allocated across the district.↑

PE5: Classroom placement and student schedules ensure that diversity exists in all learning environments.↑

PE6: It is important that our staff is as diverse as our student population.↑

Group Differences

• Comparisons were between Black, Hispanic and White staff members
• Black staff members rated PE2 significantly lower than White staff members
• Above 2.5 mean ratings on all PE questions for all three groups

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Social-Emotional Engagement

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Group Differences

• Comparisons were between Black, Hispanic and White staff members
• No significant differences between groups
• Above 2.5 mean ratings on all SEE questions for all three groups

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SEE1: The social & emotional needs of students are adequately supported in the school, from prosocial skills development to responsiveness to trauma.↑

SEE2: Teachers and staff show they care about students.↑

SEE3: District schools have programs and policies that are designed to improve attendance.↑

SEE4: District schools’ discipline plans are restorative rather than punitive.↑

SEE5: Students are treated equitably when they misbehave, and consequences are based on an ethic of care rather than demographic characteristics.↑

SEE6*: Students from specific subgroups are treated differently than others when they misbehave.↑

SEE7: I believe that all students SHOULD HAVE an equitable school experience regardless of race, class, gender, sexuality, language, or ability.↑

SEE8: I believe that all students DO HAVE an equitable school experience regardless of race, class, gender, sexuality, language, or ability.

SEE9: Interpersonal skills and social-emotional competencies are developed and valued at our school.↑

DEI Staff Survey