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Building a Movement for Impact

Data is a Civil Rights Issue

Rhonda BryantDirector of Youth Policy/CLASP

Erualdo R. GonzalezCalifornia State University Fullerton

Howard M. WaltersOMG Center/RWJF New Connections

Session Objectives

1. Knowledge: Share a concrete opportunity to gather available data to understand a local issue

2. Skills: Learn strategies for engaging the data in a way that gives voice to and informs the community

3. Action: begin setting early action steps that can be taken upon return to community

Data Is a Civil Rights Issue

Rhonda BryantDirector of Youth Policy@RTsoiBryant

Why is Data So Important?



College and Career Readiness

What Does that Mean for Young Men of Color?



College & Career Readiness Definition

Cognitive Strategies

Contextual Skills and

Awareness



The Gap

How do students become college/career ready?

• Access to rigorous coursework

• Experienced teachers

• Individualized support from counselors

What do young men of color have the least?

• Access to rigorous coursework

• Experienced teachers

• Individualized support from counselors



The Charge

We need to reframe the conversation of college and career readiness from one of student deficits to one of system deficits – USING DATA



FACT #1: Higher level courses are less likely to be offered in minority

schools



Source: U.S. Department of Education, Office for Civil Rights, Civil Rights Data Collection, 2011-12

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

71% 70%

81%

68% 67%

57%

47%

Students with Access to Full Range of Math & Science Course, by race and ethnicity

White

Two of more races

Asian

Native Hawaiian/Other Pacific Islander

Hispanic/Latino of any race

Black/African American

American Indian/Alaska Native



Algebra II Chemistry0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

74%

66%

83%

78%

High Schools Course Offerings,by Black/Latino Student Enrollment

High Schools with Highest Black/Latino Enrollment High Schools with Lowest Black/Latino Enrollment


FACT #2: Young men of color are not encouraged and supported to enroll

in higher level classes

Enroll

men

t in

High S

choo

l

Algebr

a II

enro

llmen

t

Calculu

s en

rollm

ent

0%

20%

40%

60%

80%

100%

54% 54%64%

2% 2%

2%21% 21%

12%

16% 16%8%

0.5% 0.5%

0.4%

5% 6%14%

1% 1% 1%

Enrollment in Algebra II & Calculus,by race and ethnicity


Asian

Native Hawaiian/Other Pacific Is-lander



Two or more races

White




Enrollment in High School

Enrolled in at least one AP

course

Taking at least one AP exam

Qualifying Score on at least one

AP exam

0%

20%

40%

60%

80%

100%

54%59% 60%

67%

2%

2% 2%

1%21%18% 17%

14%

16% 9% 9% 4%

0.5%0.5% 0.4% 0.4%

5%10% 12% 13%

1% 1% 1% 0.5%

AP Enrollment, Exam Taking, and Passing,by race and ethnicity


Asian

Native Hawaiian/Other Pacific Islander



Two or more races

White




FACT #3: Young men of color are less likely to be taught by experienced

teachers

This represents over 720,000 students of color being taught by first-year teachers.

0%

1%

2%

3%

4%

5%

1%

2%

3%

4%

2% 2%

4%

Percent of Students Attending Schools Where More Than 20% of Teachers are in First Year of Teaching

White

Two or more races



Native Hawaiian/Other Pacific Is-lander

Asian





FACT #4: Young men of color are less likely to have access to a school

counselor

Further, the counselor:student ratios are higher in high-minority schools than in low-minority schools.

80%

20%

Percent of High Schools With Access to Guidance Counselors

High schools with guidance counselors

High schools without guidance counselors




How Do I Build a Movement for Impact?

Know the data

Share the data

Shift the conversation

Demand Change



Contact Information

Rhonda Tsoi-A-Fatt BryantDirector of Youth PolicyCLASP@RTsoiBryant | www.clasp.org