Leadership Cycle 1

Part A: Data Tables and Written Narrative:

Data Collection and Equity Gap Analysis Template

Step 1: Investigate
Part A: Data Tables and Written Narrative:
Data Collection and Equity Gap Analysis Template
Directions: Respond to the prompts below (no more than 5 pages of responses to prompts, exclusive of data
tables). Type your responses within the tables provided or the brackets following each prompt, as appropriate.
Do not delete or alter the prompts.

I. School Vision, Mission, and/or Goals

[Tustin High School has served the Tustin community for 100 years and will celebrate that milestone this
year. According to their school profile, the student demographic data is as follows: 77% Hispanic, 12%
White, 7% Asian, 2% Black; 76% of the student population is Socioeconomically disadvantaged. The
mission of Tustin High school is “to serve our students with the understanding that diversity of gender,
physical and mental ability, culture, and background is a strength to be respected. By providing a diversified
and rigorous curriculum, students will achieve 21st century core competencies and develop skills
necessary to ensure college and career success.” The vision statement of Tustin High School is: Tustin
High School will prepare confident graduates for the demands and opportunities of the future by providing
differentiated, relevant, and rigorous curricula utilizing twenty-first century strategies and technology. The
Tiller Team will continue to foster a school community that embraces diversity.
For the 2021-2022 school year, Tustin High has chosen three goals to focus on: Increase support for EL
Learners by increasing the percentage of students in “Well Developed” Domain on ELPAC by >5% per
year; A-G Completion Rate: Maintain or show growth for all student groups and reduce gaps between low
performing target groups and all student groups by 1%; Implement Restorative Practices to improve
student well-being and engagement.]

II. Initial Data Collection

Directions: Select one of the six California state indicators (chronic absenteeism, suspension rate, English learner
progress, graduation rate, academic performance, college/career readiness) related to a student learning or well-
being equity issue at your school. Collect and analyze related quantitative data for this indicator for the school
across the three most recent years (i.e., most recent year, second most recent year, and third most recent year).
Data sources may include but are not limited to the California School Dashboard, the Local Control and
Accountability Plan (LCAP), Ed-Data, or the School Accountability Report Card (SARC). While this template
reflects the categories found on the California School Dashboard, it is not an exclusive nor mandatory list of
categories, and you may add or delete rows as needed.

[College and Career Readiness is the indicator upon which I have chosen to focus. The first data table
represents information from California School Dashboard for 2018-2019. Data for 2017 is taken from the
LCAP for that year, as the Dashboard did not report for 2017. The second data table comprises data Aeries
Analytics, 2017, 2018, and 2019. Data is not available for 2020 and 2021 due to lack of reporting due to

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 Leadership Cycle 1
Part A: Data Tables and Written Narrative:
Data Collection and Equity Gap Analysis Template

Covid-19.]
College and Career Readiness Rates:
Most Recent Year Second Most Recent Year Third Most Recent Year
All Students 52.8% 53.2% 64.6%
English Learners 24.8% 18.9% 11.8%
Socioeconomically Disadvantaged 48.8% 45.3% 62.9%
African American 39.1% 46.7% 68.8%
Hispanic 49.7% 47.5% 62.4%
White 65.5% 71.4% 72.7%

A-G Completion Rates:

Most Recent Year Second Most Recent Year Third Most Recent Year
All Students 63.1% 53.2% 64.6%
English Learners 16.7% 13.2% 11.8%
Socioeconomically Disadvantaged 60.8% 57.8% 62.9%
African American 12.5% 68.9% 68.8%
Hispanic 61% 60.3% 62.4%
White 71.2% 69.8% 72.7%

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 Leadership Cycle 1
Part A: Data Tables and Written Narrative:
Data Collection and Equity Gap Analysis Template

[The first set of quantitative data represents the percentage of students who are considered “College and
Career Ready” (based on a variety of factors, including graduation rates, A-G courses taken and career
technical education option, among others), taken from the California School Dashboard and the LCAP, as
data was not available for 2017. At this site there has been an overall decrease in College and Career
Readiness from 64.6% to 52.8% over a 3-year period. Students grouped as English Learners had an
overall increase of +13%, while students classified as being Socioeconomically Disadvantaged showed a
decrease of -14.1%, which is our highest population of students. Students with disabilities increased their
eligibility by +4%, while African American students showed a marked decrease of -29.7%, and their overall
population at the school decreased from 54 to 34 students. Hispanic students decreased in their eligibility
by -12.7% and Whites also decreased by –7.2%.

The second data table was taken from Aeries Analytics and shows the A-G Completion rate of students
from each year, 2017, 2018 and 2019. This data is slightly different from the dashboard data in that this
shows A-G completion rate, which shows the percentage of seniors who are eligible, based on grades, to
apply directly to a 4-year college or university. All students showed a decrease in A-G eligibility by -1.5%.
English Learners showed an increase of +4.9%, while Hispanic students overall decrease by -1.4%.
Socioeconomically disadvantaged students decreased by -2.1%, students with disabilities increased by
+18.3% (due to the fluctuation in the number of students), White students decreased in their A-G eligibility
by -1.5%.

This data is significant as it shows an overall decline in the rates in which students are eligible and ready to
enter a 4-year college or university and for all students, but most especially among Hispanic students. This
is relevant to understanding the equity gaps that are seen between various student groups and their
academic performance regarding College and Career Readiness.]

III. Extended Data Collection

Directions: Based on your analysis of quantitative data for the indicator and your one selected student group,
identify, develop, and collect at least three sources of qualitative or other data (e.g., responses from interviews
with students, faculty, or families; notes from observations; document analysis) to further investigate the equity
issues for this student group.

Data Sources Qualitative Data

Examining School Interventions School’s intervention program
Home Visits Information from home visits conducted to offer support
Master Schedule Analysis Analysis of intervention courses offered and their
placement in the master schedule

IV. Equity Gap Analysis

Directions: Respond to the following prompts to explain the decisions that you made regarding data collection and
analyze the quantitative and qualitative data you collected. Cite research that supports your analysis as
appropriate. NOTE: When citing relevant research, embed your citations directly within your written responses.
Do not provide citations in a separate list.

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 Leadership Cycle 1
Part A: Data Tables and Written Narrative:
Data Collection and Equity Gap Analysis Template

1. Describe the specific quantitative data that you included in Section II of the Data Collection
and Equity Gap Analysis template. How are these data relevant to understanding equity
issues at the school for student groups?
[The first set of quantitative data represents the school dashboard data taken from the California School
Dashboard, from 2017, 2018, and 2019 and shows the percentage of students who are considered
“College and Career Ready”. The data shows that students who are classified as “Hispanic” had a
decrease in the percentage of students who are deemed College and Career Ready, from 62.4% to 49.7%
The data table also shows decreases in College and Career Readiness rates for
Socioeconomically Disadvantaged students from 62.9% to 48.8%; the decrease for all students was from
64.6% to 52.8%. The second data table shows a decrease as well but not as severe, due to the differences
in data being reported for College and Career Readiness versus A-G Compliance. For Hispanic students,
the was a decrease of 1.4%, from 62.4% to 61%; for Socioeconomically Disadvantaged students, the rate
of decline was 2.1%, from 62.9% to 60.8%; all students showed a decrease from 64.6% to 63.1% in A-G
Completion Rates. Due to the Covid-19 Pandemic, districts are not reporting data from 2020 and 2021.
This data is relevant to understanding the equity gap because it shows that Hispanic students were at a
lower rate of College and Career Readiness and that rate has dropped by approximately 12%. The data
also shows that rates for African American students also experienced sharp declines. While rates for White
students also declined by -7.2%, this decline is not nearly as sharp as the declines for non-White students.
This amount is also less concerning because Whites only make up 12% (276 students) while the decline for
Hispanics is more significant because they comprise 77% of the student population (1,771 students). This
data points to an overall equity gap between Hispanic and non-Hispanic students at Tustin High School.]

2. Describe the three qualitative or other data sources that you included in Section III of the
Data Collection and Equity Gap Analysis template. How did these sources provide more
information about this student group for the California state indicator?
[The first data source is to collect is to interview teachers to determine the success of current interventions.
Tustin High offers students a tutorial period each day, provides after-school tutoring from a partnership with
California State University at Fullerton, and hosts Saturday school events. The teachers overwhelmingly
report that students lack the support at home and that students access interventions that are during the bell
schedule but attending after school and Saturday interventions are difficult, because of their home
commitments. The numbers of students who attend Titan Tutoring, the free tutoring service provided by
CSUF is strikingly low, with an average daily attendance of only 45 students which is only 2% of students
who are participating. When it comes to asking questions in class, many students have shared with their
teachers that they feel intimidated by the other “smarter” (White and Asian) students in their classes who
seem to do well easily.
The next set of data to be used is home visits. Targeted home visits provide schools with a greater
understanding with their living situations and home life. A team that included counselors, administrators,
community liaison, therapist, and teachers made home visits in targeted areas, to reach students and
parents at home. With each family visited, we committed our support to their students and the reaction of
parents and students visited was gratitude. The parents understood that their students needed additional
help but were unable to provide it, due to the stress and demands of other children and family members.
We offered support, to help the family with childcare options, and in-school tutoring. When we offered
Saturday school to assist with tutoring, most of the parents expressed that they needed their high school
student to provide childcare for siblings on Saturdays so they would not be able to attend on the weekends.

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 Leadership Cycle 1
Part A: Data Tables and Written Narrative:
Data Collection and Equity Gap Analysis Template

The last data set to be used is the master schedule. Analyzing the master schedule gives a glimpse into
how the school day is scheduled, managed and how students are placed into classes for support and
intervention. I interviewed the AP over Curriculum and the counselors who handle the scheduling of
students to determine the process they use in scheduling of students for the next year, which drives the
creation of the master schedule. In looking at the master schedule and the process, I discovered that
support classes are thought of further in the process than was expected. The classes that are there to
provide support should be set up earlier in the process to ensure that the schedule is built around the
neediest student, not the student taking Advanced Placement classes. I interviewed students who had
requested a certain course and then dropped it within two weeks and found that the class was more
rigorous than what they thought it would be. Many of these students report that while they felt that the
difficulty of the course was not the issue, but the amount of time they would need to devote to study,
outside of school. These students report that they simply don’t have the time to dedicate, because of other
responsibilities at home.
Using this data, I have been able to see trends in the students who are able to access the more rigorous
classes and the support that accompanies these courses. The students who are not able to access the
after-school supports are the same students who are taking on greater responsibilities at home, a direct
correlation. These students also feel intimidated by the other students and in their mind, the White and
Asian students are smarter and therefore, the Hispanic student is not capable and should not attempt the
course. Hispanic students are more likely to not have the level of support at home that other subgroups
have and then are more likely to not perform as well with A-G Completion rates and College and Career
Readiness levels.]

3. What patterns or trends related to the California state indicator and student group equity
issues did you find in the qualitative data? How do they relate to the quantitative data
patterns or trends?
[In examining the qualitative data, I found that Tustin High has various intervention programs that are
offered for students, but they do not correlate to an increase in College and Career Readiness among all
students. Communication is not always clear and consistent, and students are not taking advantage of the
support being offered. Conducting targeted home visits have become essential to understanding the needs
of students and their families and have facilitated the building of relationships and partnerships that are
essential to student success.
One consistent pattern that has emerged is the need to offer all supports within the bell schedule, so
students are not required to be away from home in the evening and night hours. The school has found
success in going into the community and providing home visits, which has shown the need to provide
intervention during the day. The correlation is clear: when students are not able to access the support, their
rate of success decreases]

4. Define the equity gap you have identified for a student group through your data analysis.
Discuss related research and explain how this research informs and/or supports your equity
gap analysis finding for the California state indicator and student group you have identified.
[Tustin High has shown an overall decrease in the rates of College and Career Readiness. The rates of
decrease are concerning in many areas but the rate of decrease in Hispanics is most concerning as they
comprise more than 77% of the student population. The California School dashboard for Tustin High shows
that Hispanic rates of College and Career Readiness declined by -12.7%, for an average of 220 students
that have fallen behind. Using the data from Aeries Analytics, we see that Hispanic students have
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 Leadership Cycle 1
Part A: Data Tables and Written Narrative:
Data Collection and Equity Gap Analysis Template

decreased by -1.4%. While this decrease is not as severe as the decrease shown on the California
Dashboard, it is nonetheless concerning due to the number of students in this subgroup. The National
Research Council on Hispanics in the United States found that start their educational career at a
disadvantage, because their parents may not be as educated and if they are immigrants, lack the
knowledge of how to navigate the American educational system. Hispanics and the Future of America,
edited by Marta Tienda and Faith Mitchell, National Academies Press, 2006. A study conducted by the Los
Angeles Times shows that many Hispanic students are straddling two worlds when it comes to their
education: learning and speaking English at school and with peers and returning home to parents who may
only speak Spanish and have limited amounts of education. Students in this situation have neither the skills
nor the support to succeed in Spanish or in English. Latino Students Advance, Only to Fail, retrieved from
LAtimes.com.]

5. How is the equity gap you have identified for a student group at your school related to the
school’s vision, mission, and/or goals?
[Tustin High School’s mission and vision have a clear focus on serving all students, regardless of
background, ethnicity or ability. The mission is also clear in its statement that all students will achieve 21 st
century core competencies, which is followed by the vision’s assertion that Tustin High will graduate
students who are able to meet “the demands and opportunities of the future”. This correlates to Goal 2, A-G
Completion rate. The equity gap between Hispanic students and all students shows that the school vision
and mission to serve all students and ensure that they are achieving core competencies is not being
fulfilled to the extent it could be. Tustin High School experienced a drop in its College and Career
Readiness rates, and the main source of that decrease is with Hispanic students.]

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