Race and Ethnicity Student Data Task Force Renton Technical College, C-111 9: 00 a.m. 4:00 p.m.

Race and Ethnicity Student Data Task Force Renton Technical College, C-111 9: 00 a.m. 4:00 p.m. September 7, 2016 RESD Task Force Agenda Renton Technical College, C-111 3000 NE 4 th St Renton, WA 98056 9:00 9:30 Introductions, Agenda Overview, and Approval of August Meeting Minutes 9:30 10:300 CEDARS Data Collection and review of the other race/ethnicity category Erica Ferrelli, Research Data Analyst, OSPI 10:30 11:00 American Community Survey and Census Survey Kathleen Callahan, Research Analyst II, Title II, Part A and Special Programs 11:00 11:30 Debrief: Educational Opportunity Gap Oversight and Accountability Committee 2015 Report 2016 Report 11:30 11:45 Public Comment 11:45 12:00 Break 12:00 1:00 Working Lunch: Open Public Meetings Act 1:00 2:00 What other states are doing with Observer Identification Kathleen Callahan, Research Analyst II, Title II, Part A and Special Programs 2:00 2:45 Debrief: todays presentations What are the takeaways? How does this information affect the direction of the Task Force? 2:45 3:15 Future Meeting Planning 3:15 3:30 Public Comment 3:30 4:00 Final Announcements and Conclusion PACKET PAGE #1

Race and Ethnicity Student Data Task Force (RESD) September 7, 2016 Meeting Minutes Members in Attendance Brianne Ramos, Commission on Asian Pacific American Affairs (Pacific Islander) Carlina Brown-Banks, Commission on African American Affairs Dolly Nguyen, Commission on Asian Pacific American Affairs (Asian American) Erica Ferrelli, Office of Superintendent of Public Instruction Erin Okuno, Commission on Asian Pacific American Affairs (Asian American) JMarie Johnson-Kola, Parent Teacher Association Lina Thompson, Commission on Asian Pacific American Affairs (Pacific Islander) Maia Espinoza, Commission on Hispanic Affairs Idolina Reta, Human Rights Commission Toni Williams, Commission on African American Affairs Staff in Attendance Maria Flores, Director, Title II, Part A, and Special Programs Kathleen Callahan, Research Analyst II, Title II, Part A, and Special Programs Nickolaus Cox, Administrative Assistant, Title II, Part A, and Special Programs Member not in Attendance Bill Craig, Governor s Office of Indian Affairs Jim Schmidt, Education Research and Data Center Ricardo Sanchez, Commission on Hispanic Affairs Yasin Abshir, Educational Opportunity Gap Oversight and Accountability Committee Introductions The meeting was called into order at 9:20 a.m. The members proceeded with introductions, agenda overview, and approval of the August meeting minutes. CEDARS Data Collection and review of the other race/ethnicity category Erica Ferrelli, Research Data Analyst, OSPI Student data includes demographics, enrollment information, schedules, grades, and program participation. Teacher data includes demographics, certifications, and schedules. Course data includes standardized state course codes. School districts are required to collect ethnicity and race data using a two-part question o The first part of the question asks whether the students is identified as Hispanic or Non- Hispanic and, if Hispanic, which Hispanic subgroups. o The second part of the question asks for identification of race category. Multiple race categories can be selected. The goal of the Task Force here is to help individuals with these decisions. We need to address this issue with parents and make it a comfortable decision. The question was brought up: why are we asking people to select multiple races if it s all reported in the other category? American Community Survey and Census Survey Kathleen Callahan, Research Analyst II, Title II, Part A and Special Programs Census: a periodic collection of information from the entire population.

Race and Ethnicity Student Data Task Force (RESD) September 7, 2016 Meeting Minutes o Every person who lives in the 50 states, the District of Columbia, and U.S. territories (i.e. Puerto Rico and Guam) o Includes homeless, prison inmates, residents of nursing homes, military personnel stationed overseas, etc. Constitutionally mandated to happen every 10 years. Federal law requires that everyone participates in the census Households that do not respond will be sent a second form. Census takers visit household that do not respond to the second form, to collect household's information or determine if an address is inhabited. Census takers will return up to six times to ensure household is included in the count. American Community Survey (ACS): ACS helps determine how more than $400 billion in federal and state funds are distributed each year. Sampling: method of collecting information from a sample that is representative of the entire population. Debrief: Educational Opportunity Gap Oversight and Accountability Committee The Task Force members reviewed and discussed the 2015 and 2016 EOGOAC report. When overviewing the report the members wanted to know what recommendations have had action. o HB 1541 was passed during the 2016 session. By high school students should have the option to self-identify themselves when filling out forms. The members are interested in sending out a survey to school districts to see how many of them are doing observer identification and how they are doing it. The members also want to send a letter with recommendations to the ESSA workgroups that could either support or change what they are saying. Public Comment Public comment was offered, however, nobody signed up. Working Lunch: Open Public Meetings Act The members watch a video on Washington states laws on open public meetings A decision was made on the Task Forces decision making protocol; modified consensus. What other states are doing with Observer Identification Kathleen Callahan, Research Analyst II, Title II, Part A and Special Programs The state should provide clear guidance to school districts in establishing district policies: o Who would identify a student s race and ethnicity if the student and his or her parent did not self-identify. o How a parent should be alerted that an observer will identify if no such information is provided, not only to encourage response from the parent, but also to protect the school and district if the parent later objects to the selection. o Whether data selected through observer identification are flagged in the data set. Principle 1: Self-identification is Preferable to Observer Identification: o Self-Identification is based on how people define themselves and their children.

Race and Ethnicity Student Data Task Force (RESD) September 7, 2016 Meeting Minutes o Self-identification is the preferred way of selecting an individual's ethnicity and race, although a person is not required by law to make these selections. o Self-identification allows individuals to assert their own ethnic and racial identity. Principal 2: Observer-identification is required as a last resort: o The federal government requires the use of observer identification of students' ethnicity and race, as a last resort, if such information is not provided by parents or students. o Parents who are reluctant to identify their children s ethnicity and race should be informed that observer identification will be used if they refuse to self-identify. o Follow-up steps if parents choose not to self-identify include reviewing the enrollment form with the parent at registration, sending a second letter, or making a phone call to the parents. How are the relationships between the student and the observer being extended? Public Comment Public comment was offered, however, nobody signed up. Debrief and Future Meeting Planning A draft version of the survey will be presented at the next meeting. A survey will be sent out to members with an elevator pitch for a handout that will be passed out at the ethnic commission roundtable in October. The members homework is to go to the organizations that appointed them and ask then what their plan for stakeholder engagement is for this Task Force With no further business to discuss the meeting was adjourned at 2:30 p.m.

Race and Ethnicity Student Data Task Force Group Norms Promptness be on time Adhere to decision making process Agree to disagree Be open minded Task Force is made up of a diverse group Open dialogue everyone is heard Make sure homework gets done Seize the opportunity Willingness to learn and be open Respecting different learning styles Staff will honor decisions and written materials when talking to public Confirmation of attendance Communication Protocol Let the group know when there are inquiries form leg or leg staff. What they asked for and what we told them What will members do if contacted by leg and leg staff? One voice. Have staff be the voice of the group if contacted. Staff will direct them to website and to vetted material Will not speculate on decisions until it is made PACKET PAGE #5

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Race and Ethnicity Student Data Task Force Key Takeaways Disaggregation of African and African American Observer Identification Disaggregation of Pacific Islander category Context of history; why it has changed over time Need to Know More Percentage of African sub ethnic categories o All races/ethnicities Break out other category Self-Identification models o US census o Community survey School District examples School District survey o To what extent? How do they use it? (observation identification, forms, guidance) Office of Civil Rights Human Rights Commission Office of Education Ombuds Education Research and Data Center Check other states and check their categories Language, National origin, and race/ethnicity Families how do we respond and tell them why? What are the benefits for: o Families o Communities o School Districts o Students What are the perceived benefits Two part Hispanic Race Training OSPI o We need to define Parents information shared to them Law required trainings School Districts, school board members, and opportunity gap How to involve other organizations? CBO s o Intentional collaborations Studies how it has benefitted students and families? PACKET PAGE #7

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U.S. Census & American Community Survey Race and Ethnicity Student Data Taskforce Kathleen Callahan PACKET PAGE #9

Agenda U.S. Census Background Methodology 2010 Census American Community Survey Background Methodology PACKET PAGE #10

Census: Background Information Census: a periodic collection of information from the entire population. Every person who lives in the 50 states, the Dsitrict of Columbia, and U.S. territories (i.e. Puerto Rico and Guam) Includes homeless, prison inmates, residents of nursing homes, military personnel stationed overseas, etc. Occurs every 10 years (constitutionally mandated) Uses include population count, Congressional seats, demographic research, funding allocations, public policy PACKET PAGE #11

Census: Methodology 1. Census questionnaires mailed to all U.S. household in March 2. Households that do not respond will be sent a second form 3. Census takers visit household that do not respond to the second form, to collect household's information or determine if an address in inhabited. 4. Census takers will return up to six times to ensure household is included in the count. Census Facts: Federal law requires that everyone participates in the census you cannot opt out. You can call a phone number on the back of the English form to request a questionnaire in Spanish, Chinese, Vietnamese, Korean, or Russian. (Assistance guides available in 59 languages). The census not ask about a person s immigration status The census from will bilingual in areas with large numbers of Spanish speakers PACKET PAGE #12

2010 Census Shortest census in U.S. history 10 questions: name, gender, age, race, ethnicity, relationship, and whether you own ore rent your home. Highest participation rate ever Approximately 74% of households returned census forms by mail. http://www.census.gov/2010census/data/ PACKET PAGE #13

American Community Survey (ACS): Background Part of Decennial Census Program Annual survey Started in 2005 Provides ongoing & detailed information Replaced the long form on U.S. Census Long Form Survey Went to 1 in 6 households Part of Decennial Census Covered more topics than census Ended in 2000 PACKET PAGE #14

ACS: Topics Covered Demographic Economic Housing Social Age and sex Class of Worker Internet access Ancestry Race & Ethnicity Transportation to work House Appliances / Facilities Citizenship status Family Relationship Employment Status Occupants per room Disability status Total Population Food Stamps Monthly costs Educational attainment Health Insurance Rent Statistics Fertility Income and Earnings Plumbing facilities Field of degree Poverty Vehicles available Language And more PACKET PAGE #15

American Community Survey: Methodology Sampling: method of collecting information from a sample that is representative of the entire population ACS is a stratified random sample of addresses in every state, the District of Colombia, and Puerto Rico 1 in 38 households per year receive an invitation to participate Monthly samples produce annual estimates ACS helps determine how more than $400 billion in federal and state funds are distributed each year PACKET PAGE #16

Resources United States Census Bureau: http://www.census.gov/ American Community Survey: http://www.census.gov/programssurveys/acs/ 2010 Census report on Race & Ethnicity: : http://www.census.gov/prod/cen2010/briefs/c2010br-02.pdf -for more info List location or contact for specification (or other related documents) PACKET PAGE #17

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Race & Ethnicity Student Data Observer Identification PACKET PAGE #19

U.S. Department of Education: Observer-Identification The state should provide clear guidance to school districts in establishing district policies: Who would identify a student s race and ethnicity if the student and his or her parent did not self identify. How a parent should be alerted that an observer will identify if no such information is provided, not only to encourage response from the parent, but also to protect the school and district if the parent later objects to the selection. Whether data selected through observer identification are flagged in the data set. PACKET PAGE #20

for Students in Grades PK-12 PACKET PAGE #21 Ethnicity & Race - Observer Guidance - Feb 3,2010 3

For additional information or guidance, please refer to: Managing an Identity Crisis, Forum Guide to Implementing New Federal Race and Ethnicity Categories Chapter 4, Page 28, Section 4.3, Issue #3, Principle 2 Observer-Identification http://nces.ed.gov/pubs2008/2008802.pdf Federal Register/Volume 72, No.202/Friday, October 18, 2007, Notices. Page 59268, Item C. http://edocket.access.gpo.gov/2007/pdf/e7-20613.pdf PACKET PAGE #22 Ethnicity & Race - Observer Guidance - Feb 3,2010 4

Principle 1: Self-identification is Preferable to Observer Identification Self-Identification is based on how people define themselves and their children. Self-identification is the preferred way of selecting an individual's ethnicity and race, although a person is not required by law to make these selections. Self-identification allows individuals to assert their own ethnic and racial identity. Principal 2: Observer-identification is required as a last resort. The federal government requires the use of observer identification of students' ethnicity and race, as a last resort, if such information is not provided by parents or students. Parents who are reluctant to identify their children s ethnicity and race should be informed that observer identification will be used if they refuse to self-identify. Follow-up steps if parents choose not to self-identify include reviewing the enrollment form with the parent at registration, sending a second letter, or making a phone call to the parents. PACKET PAGE #23 Ethnicity & Race - Observer Guidance - Feb 3,2010 5

A good practice is to designate one key person as the observer to select ethnicity and race on students' behalf, who can respond to questions about the observation process. This will also improve the quality of data collection. Observers should never tell parents or students how to classify themselves. Observers should try to stay within their own comfort zones, attempting visual identification if they are comfortable doing so. Supporting information, such as personal information from a teacher or knowledge about the community may be helpful. Rely first on existing information before you actually observe the ethnicity or race of the student, but check your sources of information for reliability. Observers should try to be consistent and objective, to the best of their ability. PACKET PAGE #24 Ethnicity & Race - Observer Guidance - Feb 3,2010 6

QUESTION 1. Ethnicity Regardless of race, individuals may select one or more from: Cuban, Dominican, Spanish, Mexican, Mexican-American, Puerto Rican, or Central, South or Latin American, or other Hispanic/Latino origin; OR Not Hispanic/Latino. QUESTION 2. Race Categories Individuals may select as many as apply: African American or Black -- A person having origins in any of the black racial groups of Africa. White -- A person having origins in any of the original peoples of Europe, the Middle East, or North Africa. Asian Indian, Cambodian, Chinese, Filipino, Hmong, Indonesian, Japanese, Korean, Laotian, Malaysian, Pakistani, Singaporean, Taiwanese, Thai, Vietnamese, or other Asian origin. Native Hawaii, Fijian, Guamanian/ Chamorro, Mariana Islander, Melanesian, Micronesian, Samoan, Tongan, or other Pacific Islander origin. One or more of 28 federally-recognized Washington tribes; or other Washington Indian, or other American Indian. Other American Indian includes anyone having origins in any of the original people of North, Central, South, or Latin America. PACKET PAGE #25 Ethnicity & Race - Observer Guidance - Feb 3,2010 7

Students whose families are from: Croatia, France, Italy, Greece, Norway, Russia, Serbia, Sweden, Ukraine, or other European countries Afghanistan, Egypt, Israel, Iran, Iraq, Jordan, Lebanon, Palestine, Saudi Arabia, Syria, Turkey, Yemen, or other Middle Eastern countries May consider themselves, or be considered: White White Algeria, Egypt, Morocco, Tunisia, or other North African countries White Haiti, Jamaica, Ethiopia, Eritrea, Nigeria, Somalia, Sudan, or other West Indian or African countries Black Mongolia, Myanmar, Nepal, Punjab, Sri Lanka, or other Asian countries Other Asian The indigenous peoples of Australia, New Zealand, New Guinea or other Pacific Islands The indigenous peoples of North, Central, South, or Latin America (those not choosing one of the federally-recognized state tribes) Other Pacific Islander Other American Indian PACKET PAGE #26 Ethnicity & Race - Observer Guidance - Feb 3,2010 8

Q: Why do you need this information? A: The demographics of our society have changed dramatically in the last few decades. This information will allow parents to describe their children more accurately. We use ethnic and race data to evaluate instructional needs, so we can provide the best education for all students. The federal government requires all states and school districts to use new categories for reporting ethnicity and race. We report this information for funding and evaluation, as well as for civil rights compliance. Q: Will this data be used to check my immigration status? A: No. This information will be kept in student records. It is not reported to any federal agency in a way that identifies you or your child. No one will check for immigration status from the information you give here. Q: Will the school district release my student's ethnicity and race to anyone else? A: Individual student records and privacy are protected by the Federal Education Records and Privacy Act (FERPA). The new ethnicity and race standards have no effect on FERPA's protection of student records. Q: I am Hispanic. Why do I have to answer more questions? A: Hispanic people can be of different races. We would like to provide Hispanic and Latino individuals a better way to describe themselves. So yes, you will be asked to select one or more races, even if you have indicated that you are Hispanic or Latino. PACKET PAGE #27 Ethnicity & Race - Observer Guidance - Feb 3,2010 9

Q: What should we do if an individual self-identifies as Hispanic/Latino, but does not answer the part of the question about race? A: The Federal requirement separates ethnicity and race. Correspondence and forms need to explain that these are two separate questions. Follow up for racial identification will be needed in many cases. As a last resort, an observer may fill in the information. Q: What should we do if we think that students are of a different ethnicity or race than they claim to be? A: You must accept the self-identification of ethnicity and race. Self-identification is a basic principle underlying these changes. For students who are under 18, parents or guardians select the ethnicity and race categories. If a parent refuses to identify the ethnicity or race of a student, but the student later volunteers this information, use the student s self-identification. There may be situations where a student s self-identification differs from the parent or guardian. Use the categories selected by the parent or guardian for the student record. Q: What should we do if parents refuse to self-identify using the new ethnicity and race categories? A: As a last resort, look for this information in existing student records. If these sources are not available, the observer may rely on visual observation for the purpose of selecting one or more ethnicity and one or more race categories. PACKET PAGE #28 Ethnicity & Race - Observer Guidance - Feb 3,2010 10

California Department of Education If LEAs [local education authorities] confirm that self-identification was not possible, the CDE will make a third-party identification using a consistent methodology that will report such respondents in the Two or more races category in federal reports. CDE website PACKET PAGE #29

Massachusetts Department of Education The Department suggests that districts ask staff to self-report. For staff who decline to submit a self-report, the district can rely on employment records or visual surveys to complete the required reports. The general racial category that most clearly reflects the individual's recognition of his or her community or with which the individual most identifies. SIMS Data Definition PACKET PAGE #30

Wyoming Department of Education Principal is the only staff member authorized to perform observer identification PACKET PAGE #31

Colorado Department of Education (CDE) Each district will need to determine their consistent best practices. CDE has provided practical ideas within How to Maximize Participation in New/Racial/Ethnic Categories from Parents/Guardians. PACKET PAGE #32

Colorado: Obtaining Full Race/Ethnic Reporting Work with parent councils to get the word out in advanced Explain how data will and will NOT be used Provide prior year race/ethnic identification data (if available) Clarify: if category is left blank, district must identify for the family Utilize cultural mediators with families who do not self-identify If family is migrant, contact migrant liaison for assistance Select staff, male and female, to receive cultural mediator training Provided by CDE twice a year All information available in English Spanish, Vietnamese, Korean, Russian, and Hmong If parent speaks a different language, districts/schools should have the documents translated for those parents. PACKET PAGE #33

What if a student/parent or staff member refuses to self-identify? Students and parents who are reluctant to self-identify should be informed: This information will only be publicly reported in an aggregated format that is not personally identifiable. The district/school is required by law to provide this information and that refusal to self-identify will result in observer identification on their behalf. School district policy should indicate the steps to be taken before an observer makes a selection. These might include: Reviewing the enrollment form with the parent at registration Sending a second letter or making a follow-up phone call Offering a meeting with a staff member or contractor who speaks the parent s/student s native language. Districts may not use a default category to assign all non-reported students. (e.g. all students with no ethnic or racial designation cannot be reported as White or Two or More Races ). These determinations are to be made on a case-by-case basis. PACKET PAGE #34

What if a student/parent or staff member refuses to self-identify (continued)? District/school staff may not direct or instruct an individual in responding to the two part question on race and ethnicity beyond clarifying the question. This process is intended to collect self-identified responses about an individual s racial and ethnic identity. If available, the district may use the Race/Ethnicity designation reported for the student in a previous CDE reporting period. If the student does not have a previous record indicating race and ethnicity, the district is required to use observer identification to establish the student s current ethnic and racial designations. This determination can be informed by: first-hand knowledge about the student and his or her family by school staff the student s/parent s country of birth or country of origin the student s home language or parent s language of preference knowledge about the community to which the school belongs. PACKET PAGE #35

References U.S. Department of Education. (2008). Managing an Identify Crisis: Forum to Implementing New Federal Race and Ethnicity Categories: https://nces.ed.gov/pubs2008/2008802.pdf Washington: http://www.k12.wa.us/cedars/training.aspx California: http://www.cde.ca.gov/ds/dc/es/refaq.asp#q13 Massachusetts: http://www.doe.mass.edu/infoservices/data/guides/race_faq.html Colorado: https://www.cde.state.co.us/sites/default/files/documents/cdereval/downl oad/pdf/race-ethnicity/maxparticipationfromparents.pdf PACKET PAGE #36

Questions? Comments? PACKET PAGE #37

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AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN #1 #2 #3 #4 #5 #6 #7 #8 #9 #10 #11 SEPTEMBER 16 OCTOBER 16 OTHER states- analysis Education Research and Data Center (data sets) District examples- currently doing (scan- to inform survey about practices) Office of Civil Rights and Human Rights Commission (civil rights compliance) OSPI-CEDARS- existing guidance and training Trends- demographic, student outcome, disproportionality CENSUS and American Community Survey (backwards and forward) Why? Faclitated discussion- the gaps, the uses, the needs, HOMEWORK: = links to reports NOVEMBER 16 DECEMBER 16 School district data survey draft (staff develop- review) Finalize survey in December Panel- from communities of color, programs at state, school Progress report- summary districts, families JANUARY 17 FEBRUARY 17 MARCH 17 APRIL 17 MAY 17 JUNE 17 PACKET PAGE #39