The results of the audit were presented at the Jan. 10 board work session, where trustees also discussed “sunsetting” the original resolution and rewriting a new one to replace it due to concerns expressed by the three new board members elected in November—Natalie Blasingame, Scott Henry and Lucas Scanlon.
How and why the audit was conducted
Millennium Learning Concepts educational consulting firm conducted the equity and culture audit using both qualitative and quantitative research. The firm analyzed academic performance and discipline data from the Texas Education Agency and studied staff and student handbooks, teaching materials, fiscal distribution of resources and board meeting minutes, according to Onica Mayers, CFISD's director of employee relations and professional staffing.
Additionally, nearly 7,000 staff members and 12,000 middle and high school students completed surveys from MLC. Others voluntarily participated in small-group interviews so those conducting the audit could get a better understanding of school culture, levels of support for students and existing equitable practices in CFISD.
District officials said the goals outlined in the audit process included:
- to examine student learning outcomes and district culture;
- to examine the district’s strengths and areas for growth for ensuring all students continue to have opportunities to be academically successful; and
- to assist the district in identifying next steps to reduce opportunity gaps and enhance an equitable learning environment for all students.
According to Mayers, MLC’s audit reported African American, Hispanic, economically disadvantaged and special education students in CFISD lagged behind their peers academically. These findings were based on achievement data from the 2018-19 school year, which showed, for example, the percentage of white students who met math and reading targets was nearly 20% higher than the percentage of Black students.
Moreover, MLC found Black students were disproportionately disciplined in CFISD.
“Discipline trends show that Black and African American students in CFISD are suspended at elevated rates, and that takes away learning time and limits their academic potential. ... Similar to achievement patterns, this discipline pattern is a districtwide concern consistent across CFISD and has profound consequences for student learning and academic outcomes,” Mayers said. Another area of improvement the audit identified was in staffing diversity. The consulting firm cited research that shows students have better academic performance and tend to be suspended less when they have teachers of the same racial background.
“MLC highlighted that the diversity of the CFISD student body is not represented by the demographic makeup of CFISD professional staff and leadership,” Mayers said. “Hispanic or Latino students and Asian students do not see teachers and leaders across CFISD who look like them and share their cultural backgrounds.” What CFISD is doing right
MLC reported several commendations in the equity audit, including the district’s overall high State of Texas Assessments of Academic Readiness test passage and graduation rates, investments in technological resources that support learning, an extensive list of extracurricular and athletics offerings, fiscal efficiency, and a safe and welcoming environment for students and staff.
Additionally, MLC noted existing equity strengths the district has in place, such as dedicated supports for English language learners, educational support services and community engagement departments, some professional development addressing diversity and equity, and the provision of laptops and hotspots for all students, Mayers said.
Growth opportunities
MLC identified three key areas for improvement based on the audit results. The first is that students and staff are not always clear on the district’s commitment to diversity and equity. The district's mission, vision and leadership could more clearly define what equity looks like on a practical level, Mayers said.
The audit also found CFISD has an inconsistent, piecemeal approach to equity rather than a systemwide focus, Mayers said. MLC received feedback that race and equity are not often discussed or considered in decision-making.
Finally, Mayers said during the audit, staff called for deeper forms of equity learning and efforts from the district. MLC said CFISD lacks sustained equity capacity building, or "the collective power of an organization or district to engage in and sustain learning and action that further a commitment to equity and equitable access to opportunities."
MLC pointed to equity offices established in Fort Worth, Houston and Austin ISDs as examples of innovative steps taken in other large school districts to promote equity. These departments feature equity dashboards, equity advisory committees and/or dedicated equity staff positions, Mayers said.
The board did not take action on any recommendations at the Jan. 10 work session.
“To ensure that we continue to create a welcoming environment for all stakeholders and meet the needs of all students based on their individual circumstances, we must continue to work diligently to reduce opportunity gaps and enhance an equitable learning environment for all 117,000 students entrusted to our care,” Mayers said.
