Equity-Oriented Data Use: Identifying and Addressing Food Insecurity at Copper Springs Middle School

Abstract

Using data is foundational to school leadership; however, when “data” are narrowly construed as academic outcomes, important data perceived as tangential to academics can be backgrounded, ignored, or unused. Today’s school leaders must also attend to data around chronic absenteeism, discipline, learning climate, and social, emotional, and physical well-being—all of which factor into students’ ability and readiness to learn. In this case, educators at Copper Springs Middle School move from frustrations with “poor student choices” to a better understanding of student needs and issues related to food insecurity through the collection and analysis of broader data through an equity lens.

Parent Engagement in Identifying and Serving Diverse Gifted Students: What Is the Role of Leadership?

“…They are often first to identify and nurture budding talent, advocate for their children’s academic needs, and should be part of any process to identify and develop strengths and talents in their children (Besnoy et al, 2015; Hertzog et al, 2018; Olszewski-Kubilius et al, 2018). Their funds of knowledge (Moll et al, 1992), intellect, culture, and language, and community cultural wealth (Yosso, 2005) can serve as rich resources to districts and schools (Atwood et al, 2019; Bolívar & Chrispeels, 2011).…”