BC Vision NYU Study Findings Presentation

EQUITY AND EXCELLENCE IN
BATTLE CREEK, MI
Initial Findings and Recommendations for
Expanding Career and College Readiness
NYU Metropolitan Center for Research on Equity and the
Transformation of Schools
David E. Kirkland, PhD | Principal Investigator

Executive Director, NYU Metropolitan Center for Equity and the
Transformation of Schools
Commit to Pursue Excellence Through Equity

Equity is not:
Lowering standards
Equity is:
Treating all students the same
Giving all students what they need to be

successful
Something only schools serving poor

students of color should be concerned
about
Academic, psychological, emotional &

social
Recognizing all students are different
Adapting strategies to meet the needs of
individual & groups of students
Meeting the needs of all students is
essential to expanding equity
What does it mean to be college and

career ready in Battle Creek?
How do community members perceive

schools and educational opportunities in
the region?
What resources, supports, and other

school and community inputs shape
college and career readiness for Battle
Creek region students?
Initial Findings
Structural Bias and

Segregation
Limit Career and College Readiness for
Many Battle Creek Region Residents
The Tension of Racial, Cultural, and

Linguistic Diversities
The Battle Creek Region is racially, culturally, and linguistically diverse but
deeply segregated.
Community Demographics
Diversity and Segregation

Typify the Region
Average
Household
Income
% of Children
in Poverty
Pennfield
% Other
Races
Lakeview
% Black
Harper Creek
% White
The neighborhoods within the

Battle Creek Public School
catchment have the highest
concentrations of poverty.
Battle Creek
Income
Total
Population
Each community is
predominately White, with the
majority of non-White residents
living within the boundaries of
the Battle Creek Public School
District.
Race
42,836
69.1
22.1
8.9
$41,335
38.4
15,149
93.5
2.9
3.6
$75,587
10.4
21,780
83.5
6.7
9.8
$71,559
14.3
9,359
90.3
4.9
4.9
$58,966
13.3
Data source: American Community Survey 2014 5-Year Estimates; mischooldata.org
Community /School Demographics
Community Diversity Out Of

Schools/Segregation Within
Them
% Black
Total
Population
% White
% Black
Battle Creek Public Schools

population is double that of
Lakeview, yet they serve the
same number of students.
% White
There is a lower proportion of

White students in Battle Creek
Public Schools compared to
residents in the District.
School District
Total
Population
With the exception of Battle

Creek Public Schools, school
demographics are similar to
community demographics.
Community
Battle Creek
42,836
69.1
22.1
4,474
36.1
36.5
Harper Creek
15,149
93.5
2.9
2,712
86.2
2.1
Lakeview
21,780
83.5
6.7
4,046
62.9
9.2
Pennfield
9,359
90.3
4.9
2,175
83.2
4.8
Data source: American Community Survey 2014 5-Year Estimates; mischooldata.org
The Questions of Socioeconomic Status

The Battle Creek Region is most certainly segregated by socioeconomic status.
Concentrated Poverty
in Battle Creek
Poverty Rates
Total Population
Children Under 18
38%
Poverty rates are higher in the

Battle Creek School District
catchment.
27%
More than one-third of children

living in the Battle Creek
School District live at or below
that poverty line.
14%
9%
Battle Creek Public

Schools
10%
Harper Creek
Community Schools
12%
13%
10%
Lakeview School District Pennfield School District
Regional Income Inequality
Percent of Households at Different Income Levels

Less than $10,000
Residents in Battle Creek

Public Schools, on average,
earn less then residents in the
neighboring districts.
Less than $40,000
59.8%
44.2%
Average household incomes

are lower in Battle Creek:
Battle Creek - $41,335
Less than $20,000
38.5%
35.4%
29.8%
Harper Creek - $75,587

Lakeview - $71,559
17.6%
12.4%
Pennfield - $58,966
There is a greater percentage

of low-income households in
Battle Creek Public Schools.
12.9%
4.7%
Battle Creek Public

Schools
Harper Creek
Community Schools
12.8%
4.9%
Lakeview School District
7.7%
Pennfield Schools
Map of Annual Household

Earnings
The Battle Creek community is
marked by socioeconomic and
racial divides.
Battle Creek Public School
catchment and communities
adjacent to its borders appear
to have the highest levels of
need.
The Intersection of Race, Class, and Region in

Defining School Choice & Mobility Patterns
Schools of Choice
Schools of Choice
Perceptions of the different

school districts play out in the
exercise of school choice.
More than one third of Battle

Creek residents transferred
out of their district.
White and non-economically
disadvantaged students were
far more likely to transfer out
of Battle Creek Public Schools.
Percentages of Students
who Attended a School
outside of Their District of
Residence in Fall 2016
Battle
Creek
Harper
Creek
Lakeview
Pennfield
34.9
9.0
7.5
7.7
Black or African American
16.2
14.6
12.7
Hispanic or Latino
28.3
White
51.0
8.4
8.0
7.0
Disadvantaged
28.8
62.7
4.2
7.1
Not Disadvantaged
51.1
5.8
12.2
8.0
All Resident Students

Transferred Out
Race or Ethnicity
Economic Background
Schools of Choice
Transfer Student Assignment District Preferences for Each

District of Residence by Socioeconomic Status, Fall 2016
Proportion of Transfer Students Attending
District of Residence
Battle Creek
Disadvantaged
Not Disadvantaged
Harper Creek
Disadvantaged
Not Disadvantaged
Lakeview
Disadvantaged
Not Disadvantaged
Pennfield
Disadvantaged
Not Disadvantaged
Total in District
of Resid.
Total Outside
District of Resid.
Battle Creek
Harper Creek
Lakeview
Pennfield
71.2
48.9
28.2
51.1
n/a
n/a
2.4
42.0
57.7
23.2
39.9
34.9
37.3
94.2
62.7
5.8
14.5
11.1
n/a
n/a
59.4
65.4
26.1
23.2
95.8
87.8
4.2
12.2
76
15.4
*
77.6
n/a
n/a
19
7.1
92.9
91.9
7.1
8.1
44.1
*
*
30.9
47.1
52.7
n/a
n/a
Schools of Choice
Transfer Student Assignment District Preferences for Each

District of Residence by Race, Fall 2016
Proportion of Transfer Students Attending
District of Residence
Battle Creek
Students of Color
White Students
Harper Creek
Students of Color
White Students
Lakeview
Students of Color
White Students
Pennfield
Students of Color
White Students
Total in District
of Resid.
Total Outside
District of Resid.
Battle Creek
Harper Creek
Lakeview
Pennfield
78.5
49.0
21.5
51.0
n/a
n/a
11.7
21.5
62.0
34.7
26.3
43.8
85.8
91.6
14.2
8.4
*
11.3
n/a
n/a
77.8
60.7
*
28
94.5
91.5
5.5
8.6
79.0
19.8
17.4
66.3
n/a
n/a
*
14
88.7
93.0
11.3
*
72.2
15.7
0
27.1
*
57.1
n/a
n/a
Mobility & Choice Patterns As Explained By

Racial And Socioeconomic Segregation
Correlate With Employment Rates
Employment
Total
Unemployment
Rate
White (NonHispanic)
Unemployment
Rate*
Black
Unemployment
Rate*
Battle Creek
18.09
14.59
26.83
Harper Creek
5.09
5.23
0.00
Lakeview
7.49
8.68
6.43
Pennfield
8.08
8.61
0.00
Unemployment by District
and Race
There is a higher rate of

unemployment in the Battle
Creek School District
compared to the other districts.
Within the Battle Creek School
District, unemployment
disproportionately impacts the
Black community.
Data source: American Community Survey 2014 5-Year Estimates;

Notes: The unemployment rates reported here are from the American Community Survey 5-Year
estimates released in 2014. They are not the unemployment rates released monthly by the Bureau of
Labor Statistics. The unemployment rates reported here reflect data collected in the five years prior to
the datas release.
Separate and Different
Separate and Different

Conversations about the school districts
were framed as haves and have-nots:
Juxtaposed to the other three districts, Battle
Creek is labeled as a poor, inner-city school.
At the same time, Battle Creek and Lakeview
are seen as resource rich
I just know that the inner-city schools [Battle Creek

Public Schools] are lacking, the wealthy schools
[Lakeview, Harper Creek, and Pennfield] are doing really
good...Test results are down inner city. Tests are up in
outer city [Lakeview, Harper Creek, and Pennfield].
It's like you were talking about, the food banks, Battle
Creek Public, they make sure their parents know about
the food banks and how to get to them, and different
things. Harper Creek, Pennfield don't. Battle Creek has
Legacy Programs that help their students to actually get
to college. Harper Creek, Pennfield don't. Because they
don't feel even though we have an elementary that is
more than 80% on food stamps over here at Harper
Creek. More than 80% of the students are on food
stamps.
Structural Bias
Structural bias relates to the implicit and explicit ways that privilege
and disadvantaged get baked into a system to favor some and
marginalize others usually along lines of race, class, geography, etc.
(Goodwin & Jasper, 1999).
Key Takeaways
Structural bias and segregation creates concentrated pockets of vulnerability that
limit career and college readiness for some Battle Creek region residents.
While all communities in the Battle Creek region are predominately White, the Battle Creek region is
relatively diverse.
However, segregation mixed with income inequities breed systems of vulnerability in the region, which
appear to concentrate poverty among Asian, Black, Latino, and extremely poor White residents.
The systems of vulnerability are achieved and maintained through the segregation of community members
and, even more so, students by race and socioeconomic status.
The majority of the regions vulnerability is contained in the neighborhoods within the Battle Creek Public
Schools, which have the highest concentrations of poverty.
Such concentrations of poverty disproportionately impact residents of color and poor White residents,
leaving them with unequal access to careers and colleges.
Disproportionality and
Vulnerability
Are Key Outcomes of Structural Bias and
Segregation, Hardening the Limits to
Colleges and Careers for the Regions
Most Vulnerable residents
Hill (2016) defines vulnerability as susceptible to misfortune,

violence, illness, and death. Thus, vulnerable students are
those marked as poor, Black, Brown, immigrant, queer, or
trans . . . (p. XVII).
Vulnerable Students As The Least Well Served

By Battle Creek Region Schools
Academic Achievement
3rd Grade
All Students
Race or Ethnicity
Hispanic or Latino
White
Economic Background
Disadvantaged
Not Disadvantaged
8th Grade
All Students
Race or Ethnicity
Hispanic or Latino
White
Economic Background
Disadvantaged
Not Disadvantaged
Battle
Creek
20.0
Harper
Creek
52.8
Lakeview
42.5
Pennfield
44.8
12.8
18.4
24.6
*
*
56.0
33.3
36.0
44.3
*
28.6
45.6
19.9
20.5
35.4
70.8
34.3
53.5
28.1
64.9
29.8
43.5
61.1
50.8
22.2
18.6
41.2
60.0
60.0
41.1
35.1
58.8
65.2
25.5
*
54.0
24.8
41.5
30.0
44.1
46.2
77.0
35.3
63.0
Academic Disproportionality
(ELA M-STEP, 2015-2016)
Black and Hispanic students
are experiencing lower
achievement levels when
compared to their peers.
Students from low-income
backgrounds and students with
limited English proficiency are
similarly underperforming
relative to their peers on
measures of academic
achievement
Race and Socioeconomic

status (3rd Grade)
3rd Grade
ELA
Students of
Color
3rd Grad
ELA
White
Students
3rd Grade
Math
Students of
Color
3rd Grade
Math
White
Students
Disadvantaged
25.8
29.2
28.6
36.4
Not Disadvantaged
48.0
52.5
68.0
57.5
Disadvantaged
Not Disadvantaged
58.2
47.3
Disadvantaged
40.5
43.6
47.2
44.5
Not Disadvantaged
71.8
75.7
79.5
80.4
Disadvantaged
33.8
31.3
Not Disadvantaged
67.1
63.0
Battle Creek
Harper Creek
It is important to look at both

the impact of racialization and
poverty when examining
achievement gaps
Lakeview
Pennfield
Notes: Cells with an asterisk indicate subgroups of fewer than 10 students.
Race and Socioeconomic

status (8th Grade)
8th Grade
ELA
Students of
Color
8th Grade
ELA
White
Students
8th Grade
Math
Students of
Color
8th Grade
Math
White
Students
Disadvantaged
21.6
32.1
14.4
23.1
Not Disadvantaged
28.3
54.7
18.9
35.9
Disadvantaged
Not Disadvantaged
42.4
27.6
Disadvantaged
47.4
44.7
31.6
36.0
Not Disadvantaged
65.2
80.7
52.2
62.7
Disadvantaged
42.2
23.4
Not Disadvantaged
61.9
47.4
Battle Creek
Some racial achievement gaps

persisted after controlling for
socioeconomic status.
Harper Creek
Socioeconomic achievement
gaps persisted after controlling
for race.
Lakeview
Pennfield
Notes: Cells with an asterisk indicate subgroups of fewer than 10 students.
Students Without Access To Rigorous

College Prep Curricula
Curriculum inequity leaves vulnerable students underprepared (as compared to less
vulnerable peers) for college assessments such as the SAT (Skiba, 2016).
Advanced Placement
More than 25% of high school
students in Lakeview are
enrolled in AP Classes.
There is a racial and
socioeconomic enrollment gap
in Lakeview, and a
socioeconomic enrollment gap
in Battle Creek Public Schools.
Students in Lakeview are more
likely to enroll in Advanced
Placement Classes compared
to students in Battle Creek
Public Schools.
Percent of High School Students

Enrolled in Advanced Placement
Classes, 2015-2016
Battle Creek Public

Schools
Lakeview School
District
11.4
27.2
10.2
19.4
Hispanic or Latino
13.9
28.9
White
10.6
27.3
6.6
19.0
15.0
34.5
All Students
Race or Ethnicity
Economic Background
Disadvantaged
Not Disadvantaged
Evidence-Based Reading
& Writing, 2015-2016
All Students
Race or Ethnicity
Hispanic or Latino
White
Economic Background
Disadvantaged
Not Disadvantaged
Math, 2015-16
All Students
Race or Ethnicity
Hispanic or Latino
White
Economic Background
Disadvantaged
Not Disadvantaged
SAT Benchmarks
Battle
Creek
41.7
Harper
Creek
59.6
Lakeview
57.2
Pennfield
55.9
24.4
32.1
67.0
*
*
57.8
40.7
53.3
62.6
*
*
57.9
22.9
53.6
54.7
61.5
50.9
60.7
51.0
58.6
23.9
27.9
39.5
28.7
7.8
10.7
47.4
*
*
29.8
25.9
33.3
39.5
*
*
31.6
12.5
31.1
20.8
30.8
25.5
47.4
20.4
33.3
The SAT Benchmark gives a

estimate of college readiness.
Student performance on the
SAT Benchmarks show both
racial and socioeconomic
college readiness gaps.
All Subjects, 2015-2016

All Students
Race or Ethnicity
Hispanic or Latino
White
Economic Background
Disadvantaged
Not Disadvantaged
SAT Benchmarks
Battle
Creek
22.3
Harper
Creek
25.7
Lakeview
32.7
Pennfield
25.7
7.8
7.1
45.4
*
*
27.3
22.2
23.3
37.4
*
*
28.1
11.5
29.1
18.9
28.5
20.9
39.3
20.4
28.7
Across all four districts,

students in Lakeview are more
college ready than their peers.
There are also considerable
college readiness gaps with
respect to race and
socioeconomic status.
Just as it correlates with employment rates . . .
Vulnerability Correlated With Graduation and

College Persistence Rates Across The Battle
Creek Region Schools
Graduation and College

Enrollment
Compared to the other three

districts, students in Battle
Creek Public Schools have
lower graduation rates and
college enrollment rates.
Four-Year Graduation
Rate, 2015-2016
All Students
Race or Ethnicity
Hispanic or Latino
White
Economic Background
Disadvantaged
Not Disadvantaged
Attending College within 6
Months of Graduation,
2015-16
All Students
Race or Ethnicity
Hispanic or Latino
White
Economic Background
Disadvantaged
Not Disadvantaged
Battle
Creek
70.3
Harper
Creek
90.2
Lakeview
91.4
Pennfield
94.4
76.6
75.0
58.5
83.3
90.9
90.2
87.5
96.0
90.2
*
*
93.9
66.8
76.7
82.1
95.3
80.8
97.0
91.9
95.3
43.3
56.1
71.7
48.5
41.0
51.6
40.2
*
60.0
56.0
85.7
70.8
73.5
*
*
51.2
36.4
54.2
40.0
63.8
57.3
77.1
40.0
51.5
Key Takeaways
Vulnerability drives key educational (outcome) gaps between school districts and
within school districts.
Vulnerable students experience an education significantly different than their more advantaged peers.
Across education data points, disparity (i.e., disproportionality) plays out between more and less vulnerable
students.
The structures of education in the Battle Creek region drive such disparities, as the schools systems and
programs serving vulnerable students do not provide such students access to a rigorous, college prep
curriculum necessary for success on college entrance exams.
The structures graduate vulnerable students at lower rates and offer them fewer post-high school options.
These structural inequalities are indicative of gaps in college and career readiness across the region.
A Fragile Hope and the

Promises of Potential
Can Move the Region and Its Residents
Beyond Vulnerabilities and Toward Unique
Pathways to Colleges and Careers
The Growing Reach of Early Childhood

Education Programs
Early Childhood and

Kindergarten Readiness
Early Childhood and

Kindergarten Readiness
According to BC Pulse and

their community profile of
youth in the Battle Creek
School District, in 2012, seven
percent of kindergarteners
entered school ready.
100
Percent of Kindergarten Students who

Enrolled in ECE Programming
The rate of early childhood

education participation
amongst kindergarten students
increased in all four districts
between 2012-13 and 201516, as did the overall number
of students participating in
these programs.
Kindergarten Rate of Participation in Early Childhood

Programs, 2012-13 to 2015-16
90
80
70
60
Battle Creek
50
Lakeview
40
Harper Creek
Pennfield
30
20
10
2012-13
2013-14
2014-15
2015-16
The Reach For High School Graduation

And Beyond
College Versus Career
Educational Attainment
Communities vary with respect

to educational attainment.
While college is perceived to
be important, the majority of
residents in the Battle Creek
Public Schools have no
college experience.
In comparison, two-thirds of
residents in the Lakeview
catchment have some level of
college education.
Pennfield Schools
8%
Lakeview School District
6%
Harper Creek Community Schools
6%
Battle Creek Public Schools
30%
28%
13%
0%
33%
27%
35%
23%
40%
10%
8%
13% 6%
21%
12%
27%
16%
6%
8% 8% 3%
10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
No Schooling
Less than HS Diploma
HS Diploma or GED
Some college (No degree)
Associate's Degree
Bachelor's Degree
Master's Degree or Higher
10%
Student Educational Aspirations

Percent of Respondents
37%
31%
The majority of students aspire

towards college and other
post-secondary opportunities
11%
10%
8%
3%
Less than high

school
GED
High School
diploma only
Community
Four-year
Masters,
college,
college degree Doctorate, or
technical school, (Bachelors) other advanced
or
degree
vocational/trade
school
Student Educational Aspirations, by Race

Black
Hispanic
White
73%
67%
There are minor aspiration

gaps with respect to race.
65%
White students surveyed

aspire towards college at a
slightly higher rate than Black
and Hispanic students.
This may be indicative of community
messaging, differential levels of
readiness, or differential access to
college programs.
17%
12%
8%
Less than high school
Bachelors degree or higher
Educator Expectations of Student Attainment
Less than HS
graduation
HS graduation
or GED only
Attend or
complete
community
college
(Associates),
technical
school, or
vocational/
trade school
Low performing
students
18.3%
54.6%
22.5%
1.4%
2.8%
0.5%
Average performing
students
1.4%
12.6%
36.4%
25.2%
22.9%
1.4%
High performing
students
0.0%
1.4%
8.9%
7.0%
54.9%
27.7%
Attend a
college but not
complete a 4year degree
Graduate from
a 4-year
college
(Bachelors)
Obtain a
Masters
degree,
Doctorate, or
other
advanced
degree
A Mismatch Between Student/Teacher

Perceptions of Supportive School
Resources
Preparing for College and

Career Opportunities
Other Educators
Seventy percent of high school educators

agreed that students at their school get the
college planning information they need, and
45 percent agreed that they get information
about planning for a career.
Only 18 percent of elementary and middle
school educators felt students received
information about college and 17 percent felt
they got information about careers.
High School Educators
Students at my school get

the information they need
about planning for their
careers
16.9
Students at my school get

the information they need
about planning for college
18.2
45.2
69.4

Teachers
Students
Developing career goals
25%
55%
Skills for a job or career after completing high school
23%
57%
Understanding why what you learn in school will be

important for life after school
35%
59%
Applying what you learn at school to everyday life
36%
58%
Writing effectively
53%
66%
Speaking effectively
39%
65%
Reading and understanding challenging materials
50%
68%
Thinking critically (reasoning, asking why?)
52%
67%
Working well with others to complete a task
56%
67%
Learning independently
45%
71%
Percentages reflect the percent of teachers and students who reported that students learn about each
item a great deal or a lot.
While not all teachers feel as if

they are explicitly providing
information on college and
career readiness to students,
the majority of students
believe this knowledge has
been imparted to them in
school.

Collectively, educators pointed to in-school

programs such as career days, college visits,
the Math and Science Center, Career
Cruising, the Calhoun Area Career Center,
Early College, Legacy Scholars, partnerships
with colleges and universities, and financial
aid programs as valued resources.
However, district guidance resources may
hinder schools ability to support all students.
Ultimately, many young people learn about
college and career through specialized school
and out-of-school programs like Upward
Bound or through other community members
(e.g., friends, family, and community leaders).
I think the first [challenge] is time. I would

love to be able to just focus my attention on
this process for my juniors and seniors and
inviting families in, and we just find that there's
just so much meat and so no time to do it. I
think our high school counselors operate on a
caseload of around 400 students, and they're
not just supporting their career development
but their academic, their social, their emotional
development, and that pulls on our time as
well.
Vulnerable Students Least Likely To Be

Supported Due To Fragile Links Between
Schools And Community Based
Organizations
Support for Vulnerable

Learners
Community-based organizations have a level
of autonomy and flexibility to respond to
community needs that are not commonly
found in schools.
They are better equipped to engage and work
with marginalized parents because of the
array of services they provide and their ability
to match programs and services more closely
with parents needs and interests.
Organizations such as the Burma Center and
Voces play an important role in the Battle
Creek Area relative to education, serving as
cultural brokers, working between schools
and immigrant families.
With the work that [Lakeview] is doing, they want to

bring in some sort of equity to the ESL students. In
order to really understand the students better, they
come to the Burma Center and ask us what the needs
areThe Family Liaisons here at the Burma Center,
we do home visitations through the tour of families or
Lakeview School District Burmese familiesWith that
information, we go back to Lakeview School District.
We have these meetings maybe twice a month. It goes
to show that they start something and they want to
maintain that, how they can improve. It's not a one-time
thing and then they don't want to do it anymore. I see
this consistency with the school really wanting to bring
change. Not only are they providing the greatest ESL
services to the students, they're going above and
beyond to give services to the parents as well. I think
it's just amazing.
Disconnect and Unequal/

Inequitable Distribution of Services
Community members and organizational
leaders identified three key points of
disconnect that seem to reduce the potential
positive impact of community-based
educational services and supports in the
Battle Creek Region:
A disconnect with school;
An unequal distribution of services across
the community; and
A general inability of those with the
greatest level of need to access services.
Organizations are not

known within the schools
A common frustration among
organizations is not being
known within the schools.
Moreover, the reliance on
personal connections with
educators and school leaders
makes it difficult for community
organizations to develop and
maintain strong connections
with schools.
Once you finally get to know someone and form

relationships with them, they tend to move on. Then
you're going through that again and you're re-educating
people on what you do, and how you do it There is no
historical knowledge. There is a lot of moving around of
parts within their organization and this is all the schools.
This is across the board. It's just very difficult to help
support them and when that leadership is constantly
revolving. That's what I've found. Of course, you know,
with every change of leadership, they have different
philosophies and they have different directions they want
to go. We're just really here...to help support them in their
goals and so that's been quite a challenge.
Inability of those with the greatest

level of need to access services
Outside funding creates a
imbalance of resources.
School leaders and educators
from Harper Creek and
Pennfield voiced concerns
about the availability of and
financial supports for
programs in their districts.
Yes, although there are opportunities for kids and

there are some positive things that schools are
doing. I'm just going to say this because I'm in this
world. The thing is it doesn't apply to everybody
and or they're limited in who they can offer it to.
The majority of the times the people or the young
people that really need it, that really could benefit
from it for whatever reason is not meeting a
certain criteria so then the get left out. The ones
that may not really need the support or need the
program because they're going to be successful
anyway are the ones that end up being the one
that get taken advantage of.
The Tension Of Career or College
College?
or
Career?
College
Career
Everybody work at the factory...Nobody that has ever

graduated from the Battle Creek education system has
been even a CEO of KelloggsThere is no aspirations,
there is no, "If you do this, you can become this and you
can become that." There is none of that going on around
here. Nobody is walking around this city hoping one day
they can be the CEO of Kelloggs or Post, things of that
nature. You go straight out of school to the factory.
There's a lot of factories out here. It's a mentality, go out
there, do that hard work. They don't even do a lot of
college prep here.There's no big success stories of a
Battle Creek alumni who came and opened a business
here, or opened a business there. We don't have any of
those things that you can get the hero awards for.
...not every kid is going to go to a four-year academic

institution. They have to break that pedagogy, which is
tough, right? Because that's what their counselors, thats
what teachers are preparing all the kids for, right?
There's a vast number of those kids that could go on
and get a certificate program. They could get an
Associates Degree. They could go right into work.
3 RECOMMENDATIONS
for Promoting Equity in Career and College
Readiness across the Battle Creek Region
It seems to me, therefore, that what is left of this discussion are

three declarative statements: (a) We can, whenever and wherever
we choose, successfully teach all children whose schooling is of
interest to us; (b) We already know more than we need to do that;
and (c) Whether or not we do it must finally depend on how we
feel about the fact that we havent so far. (Ronald Edmonds,
1979)
Recommendation 1:
Leverage the fragile hopes and

potential possibilities of schools
and the community
Strategy Suggestions: Align school and community resources (e.g., Office of

Community Schools and institution of community schools/community school logics
across districts), Support healthy transitions to middle and high school (e.g.,
Freshman Academies), Establish regular communication and learn from one
anothers successes (e.g., Interschool Collaborative Learning Network)
Recommendation 2:
Close opportunity gaps that

breed stubborn patterns of
disproportionality and
vulnerability
Strategy Suggestions: School and teacher development around root causes of

vulnerability (e.g., culturally relevant education, restorative practices, trauma
informed practices), specialization school programs (e.g., coding, design-based
learning), scale up high school associates degree program, early college savings
accounts
Recommendation 3:
Resolve the Tensions of

Structural Bias and Segregation
Strategy Suggestions: Provide reasons for families to choice district schools

(e.g., magnet schools), Directly address implicit and explicit biases (e.g., on-going
implementation of anti-bias education and cultural sensitivity trainings),
Repurpose vacant or less densely populated school properties (e.g., Business
Incubation Program), Partial or Full Consolidation of Services (e.g., shared
metrics and data systems, early-warning systems, student programs), Interrupt
concentrated poverty to create more diverse schools (e.g., Controlled Choice
Policies)
Making Equity Central

Will Be the Most Vital and Lasting Aspect
for Achieving College and Career
Readiness for All Children in the Battle
Creek Region
Equity and Excellence Begins with a Community Willing

to . . .
Work cooperatively to reframe structures of bias and eliminate disparities along racial, ethnic, socioeconomic, and linguistic lines by:
Working to ensure that learning opportunities are not limited by perceptions of students behavior, ability, or
community
Continuing to work to increase access to college and career related programs such as dual-enrollment classes
and Advanced Placement (AP courses)
Supporting family and community involvement in schools
Monitor the impact of initiatives established to provide support and hold stakeholders accountable
Accountability and cross-district coherence on common goals are essential
Given the resources within the Battle Creek region, all four school districts are better equipped than many districts
around the country to accomplish these goals
METROPOLITAN CENTER FOR

RESEARCH ON EQUITY AND
THE TRANSFORMATION OF SCHOOLS
NEW YORK UNIVERSITY
726 BROADWAY, SUITE 500
NEW YORK, NY 10003
STEINHARDT.NYU.EDU/METROCENTER

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EQUITY AND EXCELLENCE IN

David E. Kirkland, PhD | Principal Investigator

Commit to Pursue Excellence Through Equity

Treating all students the same

Giving all students what they need to be

Something only schools serving poor

Academic, psychological, emotional &

What does it mean to be college and

How do community members perceive

What resources, supports, and other

Structural Bias and

The Tension of Racial, Cultural, and

Diversity and Segregation

The neighborhoods within the

Data source: American Community Survey 2014 5-Year Estimates; mischooldata.org

Community /School Demographics

Community Diversity Out Of

Battle Creek Public Schools

There is a lower proportion of

With the exception of Battle

Data source: American Community Survey 2014 5-Year Estimates; mischooldata.org

The Questions of Socioeconomic Status

Poverty rates are higher in the

More than one-third of children

Battle Creek Public

Lakeview School District Pennfield School District

Regional Income Inequality

Percent of Households at Different Income Levels

Residents in Battle Creek

Less than $40,000

Average household incomes

Less than $20,000

Harper Creek - $75,587

There is a greater percentage

Battle Creek Public

Lakeview School District

Map of Annual Household

The Intersection of Race, Class, and Region in

Perceptions of the different

More than one third of Battle

Black or African American

All Resident Students

Transfer Student Assignment District Preferences for Each

Transfer Student Assignment District Preferences for Each

Mobility & Choice Patterns As Explained By

There is a higher rate of

Data source: American Community Survey 2014 5-Year Estimates;

Separate and Different

Separate and Different

I just know that the inner-city schools [Battle Creek

Hill (2016) defines vulnerability as susceptible to misfortune,

Vulnerable Students As The Least Well Served

Race and Socioeconomic

It is important to look at both

Notes: Cells with an asterisk indicate subgroups of fewer than 10 students.

Race and Socioeconomic

Some racial achievement gaps

Notes: Cells with an asterisk indicate subgroups of fewer than 10 students.

Students Without Access To Rigorous

Percent of High School Students

Battle Creek Public

Black or African American

The SAT Benchmark gives a