The Equity-Informed School Climate Assessment (EISCA) of Manchester Public Schools (MPS)
The Equity-Informed School Climate Assessment (EISCA) of Manchester Public Schools (MPS) is an evaluation of the culture and climate of the district through the lens of racial equity and its intersections. Research shows that equity is essential to creating a school climate that effectively serves students, staff, and families and positively improves all student outcomes. This assessment examines the educational, emotional, and social experiences of students, staff, and families from marginalized groups to uncover institutional and systemic inequities that prevent all students from reaping the same social and educational benefits. When those with the most marginalized identities are served well, the school district creates a healthier learning environment for everyone – because a school is only as equitable as those most marginalized experience it to be.
THE CENTRAL QUESTION GUIDING THIS ASSESSMENT WAS: To what extent is Manchester Public Schools an equitable environment for all members of the district community? This assessment was conducted as a collaboration between RE·Center, Race & Equity in Education, and MPS with the purpose of identifying existing obstacles to an equitable climate and providing recommendations to guide administrators in creating an action plan that directly addresses the impacts of racism, sexism, homophobia, ableism, classism, and other forms of inequity within MPS. The assessment highlights the promising work that the district has begun and details key areas for continued progress and improvement.
WE EVALUATED SCHOOL CLIMATE BY ASKING ABOUT:
- Access to Opportunities
- School Engagement and Connectedness
Data to inform the school climate assessment were collected during the 2017-2018 academic year. Evaluators gathered quantitative data through four separate surveys: + a survey of students in grades 5 and 6; + a survey of students in grades 7-12; + a survey of MPS administrators, educators, certified staff members, and non-certified staff members; + and a survey of family members of children attending schools in the district.
Evaluators collected qualitative data through affinity-based focus groups, background interviews, write-in survey questions, and ethnographic school site observations. Evaluators designed affinity-based focus groups to capture the experiences of students, staff, and families with currently and historically marginalized identities specifically focused on race, gender identity, sexual orientation, language, disability, and their intersections.
Below are the links to the various documents and data representation related to the project.