Use Data from Two Semesters to Create an Average Picture of the Course

Course Outcomes: An Equity Analysis 

(Use data from two semesters to create an average picture of the course)

Course Being Analyzed ______

Time Period of Data Collected: ______

Enrollment Equity Analysis

% Latinx students that have enrolled in this course ______

% Latinx student population of your institution ______

Is there an enrollment gap between Latinx and the % of Latinx at your institution? Why might this be so?

Course Outcomes: Subgroup Equity Analysis

Find if there are disproportionate numbers of students who receive certain grades, compared to the total class grade distribution.

Total # of Students ______Total # of Women ______

Total # Latinx Students ______Total # of Men ______

Reflection Questions: Disaggregating Data

1. How does your course final grade distribution from the previous page compare to the grade distribution among subgroups of students? What are some explanations for the differences, if any?

1. Isthe final grade distribution you calculated on the previous page similar to, higher, or lower than other courses? What are some possible explanations for differences, if any?

1. For students that are currently not doing well in this course, do you have any objections to finding ways to improve their pass rates and learning?

1. Whichof the following discussions have you had in your department:

Identifying and discussing gaps in pass rates between courses

Identifying gaps in pass rates between student subgroups

Identifying gaps in pass rates between teachers who teach sections of the same courses

Are these discussions productive? If not how could they be improved?

Reflection Questions: Equitable Course Design

1. In your experience teaching this course, is failing the first exam predictive ofeventual course failure?

1. Which of the following evidence-based interventions are in place before the first exam to ensure success? Which ones could you start to implement?

Study sessions outside of class

Peer groupings and sharing of contact information

Practice exams with solutions

Formative assessment quizzes

Study strategy discussions in class

Holding mandatory “office hours” with each student before the first exam

1. How are students who still fail or do poorly early on in the course given a 2nd chance to show proficiency in learning the content they missed? If this is not currently in place, describe a way to create this structure post-first exam.

1. What structures are in place so that students know in advance of a high stakes exam what excellence/mastery of the course learning goals looks like? For example:

Posting of learning goals for each week of class, with examples of how that learning goal will be assessed on the exam

Solution sets

Rubric for scoring open-ended questions

In class review of exams, papers or projects from previous semesters

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