affirmative action plan abridged - dmschools.org

Affirmative Action and Equal Employment Opportunity Plan 2014 1

Des Moines Independent Community School District

AFFIRMATIVE ACTION AND EQUAL EMPLOYMENT OPPORTUNITY

PLAN

December 2014


Mission Statement The Des Moines Public Schools Exist So That Graduates Possess the Knowledge, Skills and Abilities to Be Successful at the Next Stage of Their Lives.

Vision Des Moines Public Schools will be a model for urban education in the United States.

Student Expectations Students demonstrate proficiency and understanding of a rigorous core curriculum:

They demonstrate proficiency in reading, writing, speaking and listening They demonstrate proficiency in mathematics, including algebra and geometry They demonstrate financial and economic literacy They demonstrate an understanding of the value of fine and performing arts in society They demonstrate proficiency in technological and information literacy They demonstrate proficiency in science, including life, earth and physical science

Students possess the knowledge and skills to be self-directed and autonomous:

They demonstrate critical thinking and problem solving skills They exercise sound reasoning in making complex choices They exhibit creative, innovative and entrepreneurial thinking They understand the attributes of physical and mental well-being

Students have world awareness:

They learn from and work with individuals representing diverse cultures and religions in aspirit of mutual respect in school, work and community

They understand the rights and obligations of citizenship at local, state, national, and globallevels

They are actively engaged in community life They will be exposed to languages and cultures of the world

Equity Statement The Des Moines Independent Community School District does not discriminate on the basis of race, color, national origin, gender, disability, religion, creed, age (for employment), marital status (for programs), sexual orientation, gender identity and socioeconomic status (for programs) in its educational programs and its employment practices.

There is a grievance procedure for processing complaints of discrimination. If you have questions or a grievance related to this policy, please contact the Isaiah McGee, equity coordinator, 901 Walnut Street, Des Moines, IA 50309; phone: 515-242-7662. Complaints can also be directed to the Iowa Civil Rights Commission, 400 E. 14th Street, Des Moines, IA 50319-1004, (515) 281-4121, or Region VII Office for Civil Rights, Citigroup Center 500 W. Madison Street, Suite 1475 Chicago, IL 60661-4544.


Table of Contents

SECTION I -STATEMENTS AND RESOULTIONS .................................................................. 4Administrative Statement............................................................................................................... 5Designation of Responsibility ........................................................................................................ 6Communication of Affirmative Action Plan ................................................................................ 8SECTION II- POLICES AND REGULATIONS .......................................................................... 9Introduction .................................................................................................................................. 10Legislation and Administrative Guidelines ................................................................................. 11 Policy Statement and Supportive Board Policies........................................................................ 13Procedures for Resolution of Discrimination Complaints ........................................................... 16SECTION III- QUANTITATIVE ANALYSIS AND GOALS ................................................... 18Workforce Analysis ..................................................................................................................... 19Relevant Labor Market ................................................................................................................ 19District Workforce Demographics Analysis ................................................................................ 20Applicant/New Hire Comparison ................................................................................................ 26Projected Vacancies ..................................................................................................................... 26Explanation of Quantitative Analyses ......................................................................................... 27Quantitative Goals ....................................................................................................................... 28Numerical Goals and Timetables ................................................................................................. 28SECTION IV QUALITATIVE- ANALYSIS AND GOALS...................................................... 29Qualitative Analysis ..................................................................................................................... 30APPENDICES ............................................................................................................................. 33Iowa Workforce Development Affirmative Action Region 11 Data ........................................... 34Iowa Workforce Development Affirmative Action Des Moines MSA Data .............................. 36Des Moines Public School 2014 EEO-5 Survey Filing ............................................................... 38National Center for Educational Statistics 2011-2012 Schools and Staffing Survey .................. 39Des Moines Public School Employee Demographic Survey ....................................................... 41


Administrative Statement

It has long been a philosophical cornerstone of the Des Moines Independent Community School District (the District) that diversity is a key component of a quality education. Young people are far better prepared for the future when they attend school in an educational setting that reflects society's diversity. Diversity enriches the educational climate and strengthens the educational effectiveness of our schools. All aspects of education are enhanced by different viewpoints and perspectives introduced by economic, racial and ethnic diversity.

We believe that it is within the best interest of the District to develop an employee culture reflective of the greater society, doing so serves the student populations and make the greatest use of available human resources. The world is ethnically and culturally diverse and students must be equipped with a global perspective, which will allow them to interact with all people in varying roles.

Federal regulations particularly advocate affirmative actions on behalf of racial and ethnic minority members, women, persons with disabilities, and veterans. This plan reaffirms the District’s policies and responsibilities of compliance to those regulations supporting equitable opportunity and nondiscrimination. The intent of the District's equal employment opportunity policies are to make sound and appropriate board and administrative decisions that assure equal employment opportunities in the following:

•Recruitment • Promotions and Transfers

•Selection • Compensation and benefits

•Assignment • Professional growth experiences

This Affirmative Action and Equal Employment Opportunity Plan requires action appropriate to overcome the effects of past and present practices, policies, or other barriers to equal employment opportunity. Specific attention is directed to recruitment, appointment, assignment, and advancement of personnel.

The Des Moines Independent Community School District does not discriminate on the basis of race, color, national origin, gender, disability, religion, creed, age (for employment), marital status (for programs), sexual orientation, gender identity and socioeconomic status (for programs) in its educational programs and its employment practices.

The district employs a diversity and equity coordinator to help ensure programs, initiatives, and training promote and support diversity, as well as monitor and ensure legal compliance regarding issues of equal access. The equity coordinator is charged with monitoring the process of the goals established by this plan and for reporting appropriate information to the administration and to the Board of Directors. Superintendent

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SECTION III

QUANTITATIVE ANALYSIS AND GOALS

281 IAC Sections 95.5 (3), 95.5 (4), 95.5 (5)(c), and 95.5 (6)(b)


Workforce Analysis

The workforce analysis shows the composition of the overall workforce overall and by department or organizational unit. The workforce analysis is a necessary first step for determining where underrepresentation exists and for establishing numerical goals.

Relevant Labor Market

DMPS utilized 2010 demographic information from the Census Bureau, U.S. Department of Commerce and the Iowa Workforce Development Iowa Affirmative Action Data 2010 for the workforce region, Des Moines Metropolitan Statistical Area, and Polk County to examine and compare the makeup of the potential workforce. The relevant labor market for classified staff will be those within commuting distance of Polk and surrounding counties. The relevant labor market for teachers will be the state of Iowa. The relevant labor market for administrators is national.

A calculation of information provided by the Census Bureau and Iowa Workforce Development shows the non-minority population within the Des Moines regional labor is 88.2% Therefore, as compared to the DMPS non-minority staff population of 86%, minority employees are not underrepresented in all employment groups at DMPS in comparison to the labor pool. However, within the district’s teaching and administrator classification, minority employees are underrepresented. The classified staff population is not underrepresented by minority employees.

2013 Demographics

City of Des Moines

Des Moines MSA

Polk Co Regional labor force

State of Iowa DMPS Staff (All)

DMPS Teachers

DMPS Admin

DMPS Class Staff

Total 207,510 569,633 430,640 402,570 3,090,416 4,676 2,747 121 1579

% White 76.4 83.6 80.7 88.2 88.7 86 90 91 69

% Hispanic 12 6.7 7.6 4.6 4.9 4 3 5 7

% Black 10.2 4.7 6 3.2 2.9 6 2 7 12

% Asian 4.4 3 3.5 3.1 1.7 3 1 0 6

% Other 0.5 0.3 0.3 1.8 0.4 0.3 3 0 1

% Multi 3.4 2.4 2.4 0.9 1.8 0.7 1 0 1


District Workforce Demographics Analysis

A workforce demographics analysis of the District’s staff was completed with survey data as of November 2014. All staff were ask to complete a demographic survey to determine the relevant information for the purpose of this report and related human resources goals. The results netted a 95.53% response rate from all staff. The results are detailed in the tables and graphs below. Complete results are included in the appendix section.

Race and Ethnicity

The full-time staff is composed of 82% who identify their ethnicity as Caucasian/ White, 4% who identify as Hispanic, 6% identified as African-American or Black, and 7% who identified as another racial/ethnic minority classification.

The teaching staff is composed of 90% who identify their ethnicity as Caucasian/ White, 3% who identify as Hispanic, 2% identified as African-American or Black, and 3% who identified as another racial/ethnic minority classification.

270 30 129

3863

3 49 118 2210

10002000300040005000

ETHNICITYAfrican‐American or Black6%

American Indian or Alaska Native1%

Asian3%

Caucasian or White82%

Native Hawaiian or Pacific Islander0%

Bi‐racial or multiracial

1%

Other2%

Prefer not to answer5%

ETHNICITY


Administrative positions are composed of 91% who identify their ethnicity as Caucasian/ White, 5% who identify as Hispanic, 7% identified as African-American or Black, and 1% who identified as another racial/ethnic minority classification.

2549

68 890

500

1000

1500

2000

2500

3000

No Yes Prefer not toanswer

HISPANIC/LATINO

No94%

Yes3%

Prefer not to answer

3%

HISPANIC/LATINO

61 8 31

2422

3 24 37 120

0

500

1000

1500

2000

2500

3000

ETHNICITY African‐American or Black2% Asian

1%


Bi‐racial or multiracial

1%

Other1%


5%

ETHNICITY

111

6 30

20

40

60

80

100

120


HISPANIC/LATINO

No92%

Yes5%


3%

HISPANIC/LATINO


Classified staff is composed of 69% who identify their ethnicity as Caucasian/ White, 7% who identify as Hispanic, 12% identified as African-American or Black, and 13% who identified as another racial/ethnic minority classification.

8

109

2 10

20406080

100120

ETHNICITY African‐American or Black7%


Other1%


1%

ETHNICITY

1398

117 64

0

200400600

800100012001400

1600


HISPANIC/LATINO

No89%

Yes7%


4%

HISPANIC/LATINO

18919 92

1094

0 20 75 90

0200400600800

10001200

ETHNICITYAfrican‐American or Black12%

American Indian or Alaska Native1%

Asian6%


Bi‐racial or

multiracial1%

Other5%


ETHNICITY


Gender Balance The District staff is composed of 75% who identified as female and 23% who identified as male.

The Teaching staff is composed of 77 % who identified as female 21% who identified as male.

Administrative positions consists of 56% who identified as female and 43% who identified as male.

3528

1081

740

500

1000

1500

2000

2500

3000

3500

4000

Female Male Prefer not toanswer

GENDER

Female75%

Male23%


2%

GENDER

2091

574

410

500

1000

1500

2000

2500


GENDER

Female77%

Male21%


2%

GENDER

67

52

10

10

20

30

40

50

60

70

80


GENDER

Female56%

Male43%


1%

GENDER


Classified positions consists of 75% who identified as female and 23% who identified as male.

Disability The full-time staff is composed of 89% able bodied and 4% designated they have a permanent disability or serious health condition.

The teaching staff is composed 91% able bodied and 4% designated they have a permanent disability or serious health condition.

1186

366

270

200

400

600

800

1000

1200

1400


GENDER

Female75%

Male23%


2%

GENDER

4164

208 311

0

500

1000

1500

2000

2500

3000

3500

4000

4500


DISABILITY

No89%

Yes4%


7%

DISABILITY

2466

98 142

0

500

1000

1500

2000

2500

3000


DISABILITY

No91%

Yes4%


5%

DISABILITY


Administrative positions consists of 87% able bodied and 5% designated they have a permanent disability or serious health condition.

Classified positions consists of 89% able bodied and 4% designated they have a permanent disability or serious health condition.

104

6 10

0

20

40

60

80

100

120


DISABILITY

No87%

Yes5%


8%

DISABILITY

4164

208 311

0

1000

2000

3000

4000

5000


DISABILITY

No89%

Yes4%


DISABILITY


Applicant/New Hire Comparison

Below is a snapshot of data that compares the percentages of various demographics groups in the three major job classes for existing staff, new hires, and applicants for the 2013 year. This information provides insights into where the areas of focus should be placed in determining numerical goals to affirmatively increase the number of racial and ethnic minorities on staff at DMPS.

Projected Vacancies The table below represents the projected vacancies in 3 major job classifications. Figures are based on three year trend data, projected retirements, and transfers. These numbers are used along with the labor market, workforce analysis, and 2013 applicant pool/new hire comparison as the basis for establishing the quantitative goals of this plan.

Expected New Hires Classification 2015-2016

11

200

Administrators

Teachers

Classified Staff 100

2013 DMPS Student Pop.

DMPS Staff (All)

DMPS App (all)

DMPS Teacher

DMPS Teacher New hires

DMPS Teacher App

DMPS Admin

DMPS Admin App

DMPS Class Staff

Total 32,413 4,676 5,671 2,747 170 2,556 121 383 1579

% White 45 86 79 90 95 92 91 76 69

% Hispanic 23.5 4 2 3 4 1.5 5 1 7

% Black 17.5 6 12 2 0 3 7 14 12

% Asian 6.9 3 2 1 1 1 0 1 6

% Other 0.5 0.3 1 3 0 0.5 0 0 1

% Multi 6.4 0.7 4 1 1 2 0 8 1


Explanation of Quantitative Analyses

Data Used to Establish Availability Percentages

The law and state administrative rules require that comparisons be made. Inasmuch as the hiring targets that are established are goals and not quotas, the nature of the availability data for this Affirmative Action and Equal Employment Opportunity Plan under the state law should not cause concern.

There is no reliable information from which the availability percentages job groups can be computed. The information available from the state agencies for use in preparing affirmative action plans is not broken down into sufficiently specific categories to permit even rough estimates of availability. Additionally, a new data system and staff turnover in the district has not provided a consistent avenue to draw specific conclusions for all underrepresented categories and demographic areas. Overall job market from the Des Moines Metropolitan Statistical Area (MSA) and Polk County data are good as any other for comparison. The percentage of minorities in the labor force in Polk County is higher than the minority percentages of job applicants in the Des Moines MSA and the State of Iowa.

An overall underrepresentation conclusion was the primary driver of analysis, however there are large variability in the composition of the relevant labor market for demographics and job categories.

Similar Size District Demographic Data

Currently, no consistent comparative data exist to compare DMPS demographic figures for all staff or specific staffing classifications with similar size districts nationally. Inquiries and research into the similar size districts Buffalo,Cincinnati, Horry County (Myrtle Beach), Indianapolis, Little Rock, Minneapolis, and Portland revealed similar percentages of non-minority teaching staff percentages hovering around 85% or higher. However, data points provided were from various secondary sources in varying years.

The inconsistencies and difficulties in gathering this data reflect the difficulties many districts have in addressing the issue of minority teacher recruitment. Data from the National Center for Educational Statistics; Schools and Staffing Survey places the percentage of non-minority teaching staff at 82% nationally. Only five states had teaching populations that were below 75% non-minority.

The percentage of non-minority teachers for Iowa is 98.7%. A review of previous affirmative action plans in Iowa's Urban Education Network (Cedar Rapids, Council Bluffs, Davenport, Dubuque, Iowa City, Sioux City, Waterloo)report comparable percentages of non-minority teachers hovering around 92%. With the percentage of non-minority teachers in DMPS at 90% suggest that while DMPS struggles similarly with other Iowa districts in hiring minority staff members, a reliable comparison to similar size districts nationwide might reveal DMPS lags behind similar size urban districts. This hypothesis, along with information presented in the workforce analysis assist in the development of numerical goals for this plan.


Quantitative Goals

Numerical hiring goals must be established for each major job category where underrepresentation exists. The goals should be seen as reasonable aspirations for correcting imbalance in the District's workforce. They will not be treated as rigid and inflexible quotas that must be met.

These numerical goals will not cause any group of applicants to be excluded from the hiring process when filling vacancies in job categories where underrepresentation exists. Race, sex and/or disability may be one of several factors considered when making employment decisions among qualified individuals, but it will not be the only one.

Separate goals will be designed to remediate underrepresentation for race, sex, and disability. The factors to be considered when setting numerical goals are:

The number of projected vacancies in the job categories. The availability of qualified persons from underrepresented groups within the relevant

labor market. The makeup of the student population. The makeup of the Des Moines community. The make-up of the population of the metropolitan statistical area

Numerical Goals and Timetables

1. Increase the overall percentage of Hispanic and other minority employees within theDistrict from 17% to 20% (118) by June 30, 2016.

2. Increase the percentage of minority teachers from 8.5% to 10% (44) by June 30, 2016.

3. Increase the percentage of minority administrators from 14.5% to 20% (9) byJune 30, 2016.

4. Increase the gender balance of employees within the classified staff populationfrom 23% male to 25% (22) by June 30, 2016

5. Update Equal Employment Opportunity data to include two year trend data on forapplicants as well as new hires

6. Formalize and implement the affirmative action hiring procedures by June 30, 2016.


SECTION IV

QUALITATIVE ANALYSIS AND

QUALITATIVE GOALS

281 IAC Sections 95.5 (4) and 95.5 (9)


Qualitative Analysis

The Affirmative Action Plan qualitative analysis should encompass five areas: policies, procedures, recruitment, retention, and staff development. The qualitative analysis and goals should examine and make recommendations to areas where District practices might exclude, disadvantage, restrict or result in adverse impact on current or prospective employees. The goal of the District is to prevent any such occurrences.

The following is a brief overview outlining objectives/goals to address the areas of concern outline in this report:

1. Recruitment practices and policies

a. The area of recruitment practices and policies is annually evaluated by the Chief HumanResources Officer. Goals are set, annually reviewed, and new goals established based onthe need and outcome of the study. A new numerical goal was introduce in this plan –separate “certified” and “support staff” goals. The qualitative goals established for the2014-2016 Affirmative Action Plan included the following list of activities

b. Recruit at the state college/universities job fairs. Attend at least one regional or nationaljob fair. Develop partnerships with regional universities with large racial and ethnicminority percentage populations.

c. Advertise on national websites for teachers and administrators to increase the number ofminority candidates.

d. Advertise in newspapers and radio that serve communities with extensive minoritypopulations.

e. Work with other employment personnel including involving current minority staff tonetwork with friends and family, encouraging minority candidates to apply for openpositions to recruit staff.

f. Strengthen the district’s 3D program that is geared at developing District Minorityclassified staff to work with the Des Moines Area Community College (DMACC) andDrake University to earn a teaching degree

g. Further develop and support the district’s Dream to Teach Initiative, that works withDMPS racial and ethnic minority students as early as middle school to develop interestin teaching and giving back to their community with the goal of the district providingCollege tuition in exchange for a commitment to teach in the District.

h. Networking with districts of similar size and student demographics to reciprocatestrategies and ideas: (Cincinnati, Horry County (Myrtle Beach), Portland, Minneapolis,Indianapolis, Little Rock, Buffalo)


i. Utilize research from national educational organizations and institutions. (AmericanAssociation of School Personnel Administrators, Batelle for Kids, American EducationResearch Association)

j. Update the District’s website with specific equity relevant content.

2. A demographic study of the applicant pool, new hires, and current staff

a. Conduct a district wide em ployee demographic survey to determ ine accurate racial,gender, and ability make up of DMPS work force in each work group

b. Review of the applicant pool area and ne w hires for opportunities to expand andconcentrate on underrepresented groups.

c. Conduct focus group of current DMPS minority teachers and administrators to establishareas of strength and improvem ent with current DMPS recruiting, engagem ent, andretention of minority staff.

3. Application and application screening policies and practices

a. Review of the application and hiring process and procedures for biases.

b. Review of job descriptions to include a statement regarding districts diversityphilosophy.

c. Review of job descriptions to include the expectation of appropriate culturallyresponsive decision making

4. Interview, selection, and placement policies and practices

a. Review of the interview selection and hiring practices, including questions asked ininterviews in regards to their cultural responsiveness.

b. Review of the gender and ethnic make-up of interview teams.

c. Develop and implement a program/procedure that provides a support group and/ormentor for minority employee advancement.

5. Employee professional development assistance, training selection and mentoring policiesand practices

a. Training for supervisory staff on appropriate hiring practices with respect to diversityincluding the district’s qualitative and quantitative diversity hiring goals.

b. Periodic staff development around cultural proficiency and training on the legal/ethicalhiring practices and affirmative action guidelines

6. The impact of the collective bargaining agreement on equal employment opportunity andthe affirmative action process.


a. Dissemination of the Affirmative Action plan to DMEA and AFCME local bargainingunits and reminder about the goals.

b. Review of contract items compared to affirmative action and equity goals

7. Law, policies or practices external to the District that may hinder success in equalemployment opportunity and affirmative action.

a. Review and discussion on licensing, background checks, and other state and federalrequirements that might need to be adjusted through legislation or administrative rule.

b. Reinstatement of a District Equity Advisory committee to assist in monitoring districtaffirmative action data and externally review district policies and practices that mighthinder meeting affirmative action plan goal

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