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Diversity Data

Walden University

Dr. Fannie Haughton

Enhancing Learning for Diverse Populations - EDUC 6616j

March 10, 2019

Diversity Data

In the media video this week Tom Stritikus discussed how crucial it is for schools to meet the needs of diverse learning population by supporting the learning goals of the diversity learners (Laureate Education, Producer, 2015h). Dr. Sonia Nieto made reference the idea of diversity as the difference between all kind, cultural, race, ethnicity, language, and ability. She continued by stating teachers need to keep all those attributes in mind when instructing students. She used the term ‘multicultural education’ as a more concrete identification for diversity. In comparing the United States to other countries, we may not refer to ourselves as diverse, but as Nieto stated it does not mean we don’t exhibit diversity needs (Laureate Education Producer, 2015h).

To gain a better understanding of the true diversity within my community, I conducted some research and analyzed statistics. I first looked at the percentages of male and females. The Public-School Review states there are 46% male population and 54% female within my school

(2018). In reviewing the different racial/ethnic groups, I discovered 2% of students identified as

Hispanic, 6% Asian, 46% African American, 44% Caucasian, and 2% with two or more races

(PSR, 2018). Ninety-nine percent of the students at my school receive free lunches through the

National School Lunch Program. I am currently in my fifth year teaching at Springdale Elementary School in Macon, Georgia. I feel it is vital to become an active member within the school community and know the demographics of the school I teach at provides me with more helpful knowledge and understanding of the students I teach and work with at my school.

The next categories I researched about were the English Language Learners, Students with Disabilities and Economically Disadvantaged Students. Bibb County Public Schools has a low population of only 3% of English Language Learners. The percentage of Students with

Disabilities is 10% with the majority of those students in the elementary schools. Over half of the Bibb County Public Schools students are Economically Disadvantaged. There are 56% Economically Disadvantaged students (BCSD, 2018).

I feel several students at my school fall into three different groups whom are underserved. The first identified group of students are those who speak another language other than English at home. Some students do receive ESOL services, but I think there is more we can offer to those students and their families. I feel the second group of underserved students in my school is those who receive special education services. We have a variety of students with very different needs, and I believe it is challenging for one special education teacher to serve the requirements when they have a heavy caseload with multiple students to help. It is not on the students with disabilities who need to support other students who need assistance as well. It is difficult for me to believe students receiving special education services have access to all the resources available to allow them to be successful in the classroom. The last group is made up of the students unidentified in one of the other groups but is still behind and struggles academically. There are many different reasons as to why these students are not receiving accommodations. Some examples of situations where the student may be determined ineligible include parent refusal, false documents, or students are not receiving the proper support they need.

As an educator, I have had to handle different situations by going above and beyond to get the process started in hopes of getting the needed supports for my students by the end of the academic school year. I often make the necessary accommodations during instruction and assessment time for those students who are not documented to receive them. It is a belief if my students are not mastering knowledge; it is my responsibility as their teacher to change my lesson strategies to provide the help they need to be successful and show academic growth.

Multicultural education is essential to practice when teaching to a diverse population who live in a diverse world. Dr. Sonia Nieto discussed different characteristics of effective multicultural education. For example, she made it clear, educators must document we are providing students with different strategies while including the families and establishing a healthy relationship, and promote fairness and equity to all students (Laureate Education, 2015h). I feel this is the most important key element in my daily classroom. There is a high population of 3^rd-grade families who are economically disadvantaged and working multiple jobs to make ends meet but want to be involved in their students’ academic success. To make it easier for these parents, I communicate weekly by newsletter through ClassDojo.

Third grade has a packed pacing guide with the most standards to taught in classes 3-5. With the high number of criteria, it is difficult to find time to allow students to discuss events occurring within their home life. It is a professional goal of mine to providing an opportunity for my students to share about themselves. Giving students this opportunity would show evidence to support my understanding of my students which aligns with the Richard W. Riley College of Education and Leadership (RWRCOEL) standard two. I will become more entuned to opportunities to allow students to share stories or connections they have made with their own culture.

The statistics and percentages used as a baseline for our school diversity data, there are obstacles to keep in consideration. I feel it is challenging to analyze statistics in a broader range including state demographics or national demographics. Small holes and discrepancies can create more significant gaps while other areas may become overlooked. Looking at comparing the state of Georgia demographics with Springdale Elementary Schools demographics there are many differences. According to edtrust.org, the student body of Georgia in 2018 was made up of 41% White, 37% African American, 15% Latino, 4% Asian, 3% Two or more races. The ethnicity demographics show a difference between the state and my school student population. For example, at my school, the African American population is the highest population, whereas, in the state of Georgia, the White community is considered the largest population. This finding is not a surprise due to every single school across the state of Georgia is different. They are made up of diverse students, teachers, and many other factors found in every school. As an educator, I feel it is vital to review the overall audience, as well as take a more in-depth look into the diversity of our communities in which we live and work. The more knowledge and understanding we have concerning every student, the better we will be able to serve and support their educational, academic growth and success.

References

Bibb County Public Schools (2018). Public School Review. Retrieved from https://www.publicschoolreview.com/springdale-elementary-school-profile

Laureate Education (Producer). (2015). Introduction to multicultural education [Video file].

Baltimore, MD: Author.

The Education Trust (2019). Data tools. Retrieved from

https://edtrust.org/state_report/Georgia/

Walden University (2016). Walden’s diversity proficiencies. Retrieved from https://class.waldenu.edu/bbcswebdav/institution/USW1/201940_04/1_Standard_Docum ents/1_Current_Documents/MSED/MSED_RWRCOEL_Diversity_Proficiencies.pdf

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