Context for Equity Portfolio

Student Enrollment and Demographic

Figure 1

• According to NCES (2019):

Student Enrollment

• Total of 734 students
• Teacher to student ratio of 20:1
• Student racial demographic (refer to Figure 2)
• Diversity score of 0.09

Free and Reduced Lunch (refer to Figure 1)

• 668 students who are eligibile to receive free lunch
• 18 students who are eligible to receive reduced-price lunch

• According to CA School Dashboard (2019):
• 95.9% of students are socioeconomically disadvantaged (Students who are eligible for free or reduced lunch and/or have parents who did not receive high school diplomas)
• 16.4% of students are chronically absent
• 42.9% of students are ELs
• more than 90% of ELS speak Spanish
• 107 students with disabilities

Figure 2

Arts & After School

• After School Programs: LA's Best and Youth Services
• Art Program with Vocal Music and Theater Art teacher
• Inner-City Arts: arts instruction during school day, after school, and during weekends

Parent Outreach & Education

• Parent Center: provides parents with resources for service and learning.
• Service: parent volunteers assist in office, on yard, or in classes
• Parent Workshops every Mon
• topics include helping child w Math, Science, and Literacy
• Parent workshops also offered in conjunction w Sat “Reading to Kids” partnership
• Bring child second Saturday of the month to enjoy reading activities while parent learns and networks with other parents
• Coffee with Principal: weekly chat between parents and teachers to sustain clear communication

SPED and EL Programs & Support

SPED and EL Programs

• Comprehensive SPED program:
• PSM - am/pm pre-school mixed
• PSI - am pre-school intensive
• MR - MRM and MRS 2nd-5th Mental Retardation
• Autism - 2nd to 5th Autism
• SLD - 2nd to 5th Specific Learning Disabilities
• RSP - Resource Specialist Program
• Pull-out/pull-in program for individualized and small group instruction - K to 5th
• ELAC council: advises principal and Site Council on matters relating to Title I and ELLs

Income and Race

Figure 3

Figure 4

Income

& Race

The community is comprised of mixed-income households. When examining Figure 3, we can see that more than 80% of households are low income or below. Figure 4 further supports the presence of a large Hispanic community followed by the smaller presence of Asian residents.

29% of the residents are below the 100% poverty threshold and 65.61% are below the 200% poverty threshold. The aforementioned data reveals that a majority of the people of color living in Harvard Heights are working class and living below the poverty line. More than 30% of residents support themselves with jobs within the food or service industry, (USC Price Center for Social Innovation, n.d.).

Milner on Color-Blindness

Milner (2010)

Considering the large proportion of Latinx students at Los Angeles Elementary School making up more than 90% of the student population, it is imperative to keep in mind Milner's (2010) concept of color-blindness. Refusing to see color does not "legitimize racial identifications that are very important to people of color," (17). A teacher's color-blind approach to a student's education results in the perpetuation of the opportunity gap, further inhibiting students of color from an education that accepts their racial identity and utilizes their background as an asset to their learning. To not recognize student's racial identity is to not see a student as their whole complete self.

Oakes on Standardized Testing

Oakes (2018)

Subsequently, the harmful practice of high stakes testing on ELs still exists today in the standardized testing we place on our students. High stakes testing can have negative ramifications on a student's educational trajectory as standardized tests often do not accommodate for an EL's ELP, which hinders their ability to perform well as a result of the language barrier they face. ELs make up almost 50% of the student population at the elementary school, as previously stated in the student demographics section.

When examining the CAASP test results of the students at Los Angeles Elementary, it is important to recognize the lack of accommodation these tests often provide for students who are not yet English Language Proficient. The results of the test often serve an important role on promotion, grade retention, or course placement, (Oakes, et. al, 2018, 109). Utilizing these test results to make improtant decisions about a student's education can often give an inaccurate portrayal of student's actual ability due to the challenges the test poses for linguistically diverse students.

Gay on Racial Biases & Ethnic Stereotyping

Gay (2000)

Furthermore, according to Gay, racial biases and ethnic stereotyping can cause teachers to "devalue, demean, and even fear" students of color, (2000, 46). When I examine Los Angeles Elementary's large population of Latinx and Asian students, I wonder how many students are affected by teachers' and staff's racial biases and ethnic stereotyping. How much does it affect student achievement in ways we cannot perceive that go beyond assessment data and staff and student diversity data? How can we ensure that teachers and staff do no impose their biases onto their students and place accountability on the school? School data is limited regarding how teacher and staff biaess affect student achievement so it is worthy to note that the data we are presented with does not provide a complete picture of the school.

Rossier Mission

The Rossier Mission states that its purpose is to prepare leaders to "improve learning opportunities and outcomes in urban settings and to address disparities that affect historically marginalized groups. [They] teach students to value and respect the cultural context of the communities in which they work." As I examine the research and data about my chosen school and community, this framework informs my analysis. I consider the disparities in income and education that the families in Harvard Heights face and understand how it may have negative implications for their child's educational experience and academic achievement.

However, despite the challenges they face, I also recognize the cultural assets this community holds. This community is full of rich history, as evidence by the historic homes and the community's work to preserve it as well as the cultural and linguistic diversity of the community's population.

As a future educator who aims to work in an urban setting, I will keep in mind the value and significance of incorporating a multiculral curriculum that is inclusive of all students' personal and learning background. A student's differences should never be perceived as a deficit to their learning and should only enhance the learning community and experience.

MAT Vision of a Teacher

Moreover, the MAT Vison of a Teacher states that the teacher candidate must be an intentional researcher "who identifies topics, issues, and nuances within their learning community and conducts comprehensive investigations of current, relevant, and scholarly research to inform their planning, pedagogy, and/or assessment practices." Taking this into consideration, I plan to utilize the research skills and resources I have gained through this assignment for my student teaching placement and future job opportunities. To do so gives me a stronger understanding of the school and community context I will be teaching in.

Understanding the context of the school and community is valuable in knowing how to best serve my students as The MAT Vision of a Teacher also explains that learning is sociocultural. Having this social and cultural knowledge of the students I teach gives me the ability to construct meaningful learning that is most relevant to their identity and funds of knowledge. Ultimately, I aim to uphold the MAT's Vision of a Teacher in my work as a future educator through consistent reflection of my practice, constant learning and research of the school, community, and best practices as well as an ongoing presence of care for and acceptance of all of my students.