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Place, Race & Poverty Regional Achievement Collaborative Summit August 14, 2015

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Place, Race & Poverty Regional Achievement Collaborative Summit

August 14, 2015

2

The Equity Lens

• Passed by the OEIB in 2012, focused on race • Adopted in similar form by other governing

boards, agencies, districts, and institutions • Creating a new narrative • Raising new questions

• How to implement? • How to communicate? • How do we include other conditions that

cause inequity (like socio economic status)?

2

Why Race?

• Race/ethnicity is a predictor of poverty, special education status, talented and gifted status, high school graduation, post-secondary credentials and degrees

• The key strategies to combat racism and promote inclusion benefit all students

• Race/ethnicity is a good first step in understanding intersectionality

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Under 5 Population by Oregon County - 2013 Census

Not-White

White

Why race: Statewide in Oregon, 33% of children under 5 are children of color. In six Oregon counties, there are more children of color than white children.

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Asian Black Hispanic NativeAmer PacIslander White MultiRacial

% of population in SPED 7.2% 19.4% 13.3% 18.1% 9.7% 13.5% 10.9%

StdDev 0.2% 0.4% 0.5% 0.4% 0.6% 0.2% 1.2%

7.2%

19.4%

13.3%

18.1%

9.7%

13.5%

10.9%

0.0%

5.0%

10.0%

15.0%

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25.0%

Percentage of Students with SPED Identification, by Race/Ethnicity Oregon Statewide Data - 2010 - 2014

Why race: Statewide in Oregon, Black/African American and Native American students are over-represented in Special Education

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70.0%

AmericanIndian/Alaskan

Native

Black or AfricanAmerican

Native HawaiianPac Islander

Hispanic or Latino Multi-Racial Asian Alone White

Oregon Statewide Poverty Data by Race/Ethnicity 2009-2013 The percentage of individuals whose family income falls below the poverty threshold for their family

size http://www.oregon.gov/10yearplan/Economy_Jobs/Pages/Poverty.aspx

% representation inpoverty byrace/ethnicity

Why race: Statewide in Oregon, most families navigating poverty are white.

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0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

AmericanIndian/Alaskan

Native

Black or AfricanAmerican

Native HawaiianPac Islander

Hispanic or Latino Multi-Racial Asian Alone White

Oregon Statewide Poverty Data by Race/Ethnicity 2009-2013 The percentage of individuals whose family income falls below the poverty threshold for their family

size http://www.oregon.gov/10yearplan/Economy_Jobs/Pages/Poverty.aspx

% likelihood to be inpoverty byrace/ethnicity

Why race: Statewide in Oregon, 50% of American Indian/Alaskan Native and over 30% of Black/African American and Native Hawaiian/Pacific Islander families are navigating poverty.

2

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

AmericanIndian/Alaskan

Native

Black or AfricanAmerican

Native HawaiianPac Islander

Hispanic or Latino Multi-Racial Asian Alone White

Oregon Statewide Poverty Data by Race/Ethnicity 2009-2013 The percentage of individuals whose family income falls below the poverty threshold for their family

size http://www.oregon.gov/10yearplan/Economy_Jobs/Pages/Poverty.aspx

% likelihood to be inpoverty byrace/ethnicity

% representation inpoverty byrace/ethnicity

Why race: This is a comparison of the likelihood of families to be navigating poverty to the number of families navigating poverty.

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Why race: Nationwide, Black workers who make the same salary as White workers have significantly less net worth.

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Culturally Responsive Curriculum, Instruction and

Assessments • Benefits all students • Diverse curriculum; place-based curriculum • Culturally responsive versions of current

strategies • Clubs and student unions; solidarity • Student’s Bill of Rights for assessment

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Intersectionality

• Moving from the simple to the complex • The danger of a single story • A poverty lens

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Complexity

• Each story of our students and families is complex and nuanced, theses stories are less reliable, but more valid

• Quantitative comparisons require simplified models that are more reliable, but less valid

• Challenge is keeping in mind both the complex individual stories and the aggregate to find a balance of reliability and validity

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Chimamanda Ngozi Adichie: The Danger of a Single Story

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Key words contained in theories that try to explain poverty and social classes

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No research to support the a “Culture of Poverty”

• Significant variations among families navigating poverty

• Much more similarity based on race/ethnicity and place

• No differences in linguistic ability or “word gap” based on economic status

• “Culture of Poverty” is a deficit perspective; normalization of one definition of success

• Benefit: first step in understanding

2

No research to support the a “Culture of Poverty”

• Significant variations among families navigating poverty

• Much more similarity based on race/ethnicity and place

• No differences in linguistic ability or “word gap” based on economic status

• “Culture of Poverty” is a deficit perspective; normalization of one definition of success

• Benefit: first step in understanding

Poverty Lens

• Defined in a context of race/ethnicity and place • Historical and multi-generational • Funds of Knowledge • Asset based community engagement • Recognition how education is affected by and can

affect the macro economic conditions in Oregon