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The National Academies of Sciences, Engineering and Medicine
Committee on National Statistics
Division of Behavioral and Social Sciences and Education
Developing Indicators of Educational Equity
Statement of Task

An ad hoc committee will develop a set of indicators related to equity in educational outcomes for students, ranging from pre-K through the transition to post-secondary education. To develop the indicators, the committee will examine existing indicator systems in education and child well-being. The committee will review a wide range of research related to these systems and the types of outcomes that are important for students to achieve (e.g., readiness for the next level of schooling, opportunities to learn, academic performance, persistence, and engagement). The committee will also examine research on school and non-school inputs that are related to these outcomes, the extent of inequality in these inputs and outcomes, and interventions that have been shown to improve outcomes.

The committee will prepare a report that:
  • presents the indicators that it recommends for use in education;
  • uses the available data on those indicators to describe the nation's status in terms of improving such outcomes as achievement, graduation rates, college and career readiness, and postsecondary educational attainment for students whose characteristics or circumstances put them at risk of school failure;
  • highlights potentially promising points of intervention for policymakers;
  • identifies gaps in existing data and research; and
  • identifies future directions for monitoring and improving progress on the indicators, including the major considerations in developing such a system and sustaining it over time.

Members

Christopher Edley, Jr. (Co-Chair), University of California, Berkeley
Lorraine McDonnell (Co-Chair), University of California, Santa Barbara
Elaine Allensworth, University of Chicago
Alberto Carvalho, Miami-Dade County Public Schools
Stella Flores, New York University
Nancy Gonzales, Arizona State University
Laura Hamilton, The RAND Corporation
James Kemple, New York University, Steinhardt
Sharon Lewis, Retired
Michael MacKenzie, Rutgers School of Social Work
Kent McGuire, Southern Education Foundation
Sara McLanahan, Princeton University
Meredith Phillips, University of California, Los Angeles
Morgan Polikoff, University of Southern California, Rossier
Sean Reardon, Stanford University
Karolyn Tyson, University of North Carolina at Chapel Hill




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