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Mean, Median, Mode, IQR, and Range for Measurement Data

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Mean, Median, Mode, IQR, and Range for Measurement Data

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Mean: 20.39
Median: 10
Mode: 10
IQR: 16.5
Range: 300

We think that the median and the mode (10) is most representative of the data because a majority of the responders severely underestimated the correct answer of 23 billion. The mean is 20.39 but we determined that the few outliers (60, 100, 300) could've easily skewed the mean, and the mean was much more affected by those numbers than the median was. The median and the mode being the same number also showed that 10 was a good representative of the data, as most guesses fell around 10 billion.

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Question: "According to a report by EdBuild in 2016, how much more did predominately White school districts receive in funding than predominately non-White schools districts? (In billions of dollars).
Steam and Leaf Plot
Histogram

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Racial Inequality in Schools: Group Members

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Racial Inequality in Schools: Group Members

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Garrett, Kami, Maddie, Shaila

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The article “Still Separate, Still Unequal: Teaching about School Segregation and Educational Inequality”, written by Keith Meatto, focuses on how schools are still racially segregated even though it has been illegal for over 65 years. The article shares that more than half of the United States school children are in racially concentrated districts, in which over 75% of students identify as white or non-white. The article also looks at how economic inequality between races has contributed to racial inequality. Lastly, the article looks at how teachers can teach students about racial inequality. Three essential questions that teachers should use to guide discussions and learning about racial inequality in schools include: 1) How and why are schools still segregated in 2020? 2) What repercussions do segregated schools have for students and society? 3)What are potential remedies to address school segregation? Along with these questions to keep in mind, teachers should try to encourage students to take action and continue to keep this discussion going outside a classroom setting.

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Still Separate, Still Unequal: Teaching about School Segregation and Educational Inequality (Published 2019)

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Although many students learn about the struggles to desegregate schools in the civil rights era, segregation as a current reality is largely absent from the curriculum. This teaching resource uses Times articles and Op-Eds to investigate the issue.

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1. Describe the organization. What does it do? How is it connected to the issue? Founded by Alan Page and his wife Diane Sims Page, the Page Education Foundation encourages students of color to attend college. They receive financial support for mentoring k-8 students. This connects to racial inequality because these students of color are able to be supported and earn scholarship money to attend college which they might not have had previously.

2. Describe programs and/or initiatives that it has to address the issue. The program works to end racial disparities. At-risk youth who have a mentor are more likely to attend college and become a mentor themselves. The Page Education Foundation also has a program called Page Connections where students are able to learn about different local businesses in hopes of increasing the number of paid internships the Page Scholars can get.

3. Describe partner organizations that it works with. The Page Education Foundation has two partners, Thomson Reuters and Securian Financial. Thomson Reuters helps business owners with decisions about their business in order to be more successful. Securian Financial provides insurance, investment, and retirement solutions. (153)

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Maddie- The Racial Discipline Gap and The Racial Achievement Gap

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Maddie- The Racial Discipline Gap and The Racial Achievement Gap

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This article details the findings of a Stanford study examining the correlation between the racial discipline gap and the racial achievement gap in schools, and further, the implications of the two. The purpose of the study was to find a potential connection between the statistics that students of color are both suspended at disproportionately higher rates than white students and score lower on standardized tests on average. Francis Pearman, the lead author of the study, explains that "achievement gaps and discipline gaps may be two sides of the same coin." With achievement data from 350 million standardized test scores from US public schools and disciplinary data from the US Department of Education's Civil Rights Data Collection, a positive correlation was indeed found between the two. When the racial discipline gap increases, as does the racial achievement gap. When the racial discipline gap decreases, as does the racial achievement gap. Specifically, a 10% increase in the black-white discipline gap in a given school district predicts a 17% increase in said school's achievement gap. Efforts to lessen these disparities include introducing ethnic studies programs in schools and positive behavior supports to replace suspensions, but before school leaders can effectively tackle these issues, they must first understand the correlation between the discipline and achievement gap and its implications overall.

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Students of color are suspended at disproportionately higher rates than white students and, on average, perform more poorly on standardized tests. But no peer-reviewed nationwide research has documented a link between the two disparities-until now.

A new Stanford-led study finds that an increase in either the discipline gap or the academic achievement gap between Black and white students in the United States predicts a jump in the other. Similarly, as one gap narrows, so does the other.

"Prior research has suggested that achievement gaps and discipline gaps may be two sides of the same coin," said Francis Pearman, an assistant professor at Stanford Graduate School of Education and lead author of the study. "This is the first study to document this relationship at the national level."

The study was published Oct. 16 in AERA Open, a peer-reviewed journal of the American Educational Research Association.
Documenting a theoretical connection
Past studies have provided evidence of racial disparities in both school discipline and academic achievement, and for decades, researchers have attempted to shed light on the causes and outcomes of each of these gaps, said Pearman. "But it wasn't until recently that people started talking about these gaps as potentially being related to one another."

Previous research in this area, however, has never documented a link between the two gaps at a national level.

"The most influential work in this space has largely been conceptual-drawing on existing literature to make a theoretical argument for a link between the racial discipline gap and the academic achievement gap," said Pearman. "Or it's been local, looking at whether a relationship between the two gaps exists within a given school district."

To study whether these theoretical arguments and local findings held nationwide, Pearman and his coauthors analyzed disciplinary and achievement data for students in third through eighth grade in school districts across the United States for the 2011-12 and 2013-14 school years.

Achievement data came from the Stanford Education Data Archive (SEDA), a massive collection of 350 million test scores from third- to eighth-grade students at every public school in the United States. (In September this data archive became more widely accessible to the public through the Educational Opportunity Project at Stanford University, an initiative directed by Stanford education professor Sean Reardon to support work to reduce educational disparities.)

Disciplinary data came from the U.S. Department of Education's Civil Rights Data Collection, and socio-demographic information on school districts came from the Common Core of Data and the American Community Survey.

An unexpected finding

The researchers found that a 10 percentage point increase in the Black-white discipline gap in a school district predicts an achievement gap that is 17 percent larger than the average Black-white achievement gap.

"As the racial discipline gap goes up, so too does the racial achievement gap," Pearman said. "Likewise, as the racial discipline gap goes down, so too does the racial achievement gap."

An increase in the achievement gap between Black and white students also predicts a larger-than-average discipline gap, the researchers found. Their study is the first to examine the relationship in both directions.

The researchers also saw a significant association between the Hispanic-white achievement and discipline gaps. But they were surprised to discover that other factors-such as local poverty and education levels-accounted for the relationship. Once they controlled for these differences at the community level, the relationship between the two gaps disappeared.

"This suggests that the mechanisms connecting the achievement gap to the discipline gap, such as teacher biases and feeling isolated at school, may be most salient for Black students," Pearman said.

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Racial disparities in school discipline are linked to the achievement gap between Black and white students nationwide, according to Stanford-led study

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Students of color are suspended at disproportionately higher rates than white students and, on average, perform more poorly on standardized tests. But no peer-reviewed nationwide research has documented a link between the two disparities-until now.

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Kami - Center for Racial Justice in Education

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Kami - Center for Racial Justice in Education

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a. Describe the organization. What does it do? How is it connected to the issue? The Center for Racial Justice in Education empowers educators to end patterns of racism within communities and their school systems. They offer training programs, consultations, and partnerships with other organizations to help and teach educators who want to end racism within their community and/or classroom.
b. Describe programs and/or initiatives that it has to address the issue.
Racial Justice is their main initiative to address the issue. This includes ending oppression and trying to undo it by giving resources to communities and people of color who do not have them in order to succeed. This works best when many people come together in a community form. When everyone is on board and involved is when the best outcomes occur, especially for a large social issue like this one. Uplifting people of color is another priority and initiative they enforce. Giving people of color a voice and a chance to be focused on to be able to have a greater chance at succeeding like they have in the past.
c. Describe partner organizations that it works with. This organization works with many schools across the U.S., including but not limited to; elementary schools, middle and high schools, colleges and other organizations that can connect with teachers and their communities. They also receive financial funding support from many organization, including but not limited to; NYC City Council, Communities Foundation of Texas, and Duetsche Bank Foundation. (213).

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According to a report by EdBuild in 2016, how much more did predominately white school districts receive in funding than predominately nonwhite school districts? (In billions of dollars)
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Answer: Recently, The New York Times described a report by EdBuild, which said that nonwhite districts received $23 billion less in funding than their predominantly white counterparts in 2016.

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One of the best ways to unify a divided nation is to establish fair and equitable educational opportunities for every child. Because of the long-time structure of the United States system, that isn't happening in every community today.

Divisions by income, geography, class and race- or often a combination of them - exist throughout the country. In "Too Big To Fail: Millennials on the Margins," a 2018 report co-authored by ETS researchers Anita Sands and Madeline Goodman, data showed that Black millennials in the United States were approximately three times as likely to perform at or below the top levels in literacy and numeracy as White millennials. The data were from the Programme for the International Assessment of Adult Competencies (PIAAC).

"I certainly emphasize geographic inequalities that pervade American society, but they have morphed the last few decades into longstanding divisions by race," said Princeton professor and author Doug Massey. "As a result, there is more school segregation now than there was in 1965, if you put Blacks and Latinos together."

The difference in funding for Whites and Blacks is enormous. Recently, The New York Times described a report by EdBuild, which said that nonwhite districts received $23 billion less in funding than their predominantly white counterparts in 2016.
How We Got Here
Obviously, the 1960s was a decade of monumental change and a time when communities were trying to reconcile and implement the 1954 Brown v. Board of Education Supreme Court decision, which ruled the forced segregation of schools was unconstitutional. But what the court didn't and couldn't ban was communities becoming geographically segregated by the divisions of income, class and race.

Massey estimated that the "movement toward school integration lasted for 15 to 20 years before it petered out and started to reverse itself." Wealthier people migrated from the cities to the suburbs and all one had to do is follow the money to find where the best schools were. As a result, many of the abandoned and poor cities had the worst schools.

School districts were formed along geographic, income and class lines and, yes, race was a factor as well, because it overlapped with the other reasons. "A child born to a family living in poverty is likely to grow up in an economically disadvantaged neighborhood" and "attend poorly performing schools," according to "Choosing Our Future: A Story of Opportunity in America," a report published by ETS in 2016.

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Tackling Racial Inequality in Education - ETS Open Notes

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One of the best ways to unify a divided nation is to establish fair and equitable educational opportunities for every child. Because of the long-time structure of the United States system, that isn't happening in every community today. Divisions by income, geography, class and race- or often a combination of them - exist throughout the country.

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Do you strongly agree, agree, disagree or strongly disagree with this statement:

African American students are often located in schools with less qualified teachers, teachers with lower salaries and novice teachers.

According to the U.S. Department of Education Office for Civil Rights:

Black, Latino, American Indian and Native-Alaskan students attend schools with higher concentrations of first-year teachers at a higher rate (3 to 4%) than white students (1%). English learners also attend these schools at slightly higher rates (3%) than non-English learners (2%).

Nearly one in four districts with two or more high schools reports a teacher salary gap of more than $5,000 between high schools with the highest and the lowest black and Latino student enrollments.

While most teachers are certified, nearly half a million students nationwide attend schools where 60% or fewer of teachers meet all state certification and licensure requirements. Racial disparities are particularly acute in schools where uncertified and unlicensed teachers are concentrated; nearly 7% of the nation’s black students – totaling over half a million students – attend schools where 80% or fewer of teachers meet these requirements; black students are more than four times as likely, and Latino students twice as likely, as white students to attend these schools.

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https://docs.google.com/forms/d/e/1FAIpQLScM3HsNi-2azAAiTvhi6rLmUw0qNwdKMejG6YlPinGA9-7u0Q/viewform?usp=sf_link

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There were 61 responses.
Circle Graph: "African-American students are often located in schools with less qualified teachers, teachers with lower salaries and novice teachers."

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Video: How to Talk to Kids About Racial Inequality 

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Video: How to Talk to Kids About Racial Inequality 

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How to talk with kids about racial inequality in America (Part 1)

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Beverly Daniel Tatum, a child psychologist and author, talks with Lester Holt about how to start talking with kids about the death of George Floyd and the protests that followed, as well as how kids can feel empowered by the moment.