Demographic shifts are creating the necessity for K-12 systems to actively engage the challenge of school transformation. Policies, practices, and procedures are no longer sufficient to serve the range of diversity that constitutes the growing student groups comprising many large systems across the country. Baltimore County Public Schools has been engaging in systemic equity training in response to changes in its student and community demographic, specifically challenging staff to consider how race, gender, socioeconomic status, language, and access to rigor impacts the schooling process. The examination of which allows for an analysis of how educator beliefs impact outcomes that promote or detract from students’ access to enrollment in higher level courses that will lead to developing skills necessary to choose STEM careers. This presentation will describe the process, lessons learned, and next steps in this systemic work.
Rigorous math matters! The Greater Texas Foundation partnered with E3 Alliance in a statewide analysis, finding high school math enrollment patterns are a game-changer for postsecondary completion. In response, Central Texas is committed to addressing stark economic and ethnicity gaps by 8th grade through a data-driven approach to increase access to advanced mathematics. Attendees will receive strategies and tools for facilitating conversations around systemic changes to improve access.
The lack of diversity in the tech industry has generated significant attention in recent years. We’ll explore the underrepresentation of African Americans in high tech careers, along with “the pipeline problem,” a commonly cited reason for this occurrence. We’ll also discuss other explanations grounded in statistics, social science research, and anecdotal insight. Participants will brainstorm opportunities to create pathways to high tech to inform professional practices of industry leaders.
Professional Development From the Inside Out: Transforming Campus Culture With Equity-Based Non-Cognitive Pedagogy
An evidence based model to cultivate campus stakeholder buy-in for equity-based change in campus culture through a series of in-house facilitated professional development programs that teach non-cognitive pedagogy, emphasize why culturally relevant curriculum and programming is vital to student success, provide colleagues with practical tools for implementing non-cognitive practice, and offer colleagues support to develop, research, and disseminate new student success strategies.
This workshop will focus on girl’s math identity – the belief that you can do math and the belief that you belong — as a gateway to their participation in STEM education and careers. It will look at barriers and reasons why there aren’t more girls or women in STEM, as well as possible solutions – effective approaches, practices, tools and strategies to foster girls’ interest and engagement. Many of which are applicable to other underrepresented students/populations.