Data-Driven Equity: Using General Education Results to Advance Learning Equity

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2020-04-29

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Over the last decade there has been an increased emphasis on reducing the racial/ethnic achievement gap in higher education. At St. Edward’s University, a Hispanic-Serving Institution, we are deeply committed to our mission of social justice and while our Latinx success rates mirror, and even exceed, those of our white students, we were unsure as to whether there was a learning equity gap. Starting in fall 2018, St. Edward’s began a process by which general education artifacts were connected to student record-level data prior to being anonymized and double-scored in order to track learning equity across race, gender, Pell-eligibility, first-generation status, and other dimensions. Preliminary results showed a significant consistent learning equity gap by gender and a significant, but mixed learning equity gap related to race/ethnicity. By presenting data on learning equity we shifted the campus conversation around general education assessment from something being done to a faculty member’s class to a university puzzle in which we collectively work to find an answer. The proposed presentation would share the methods used in connecting student artifacts to record-level data, assessment results, and the steps taken by the faculty and university community to reduce the learning equity gap in general education.

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