DATA REVIEW: EDINA PUBLIC SCHOOLS CASE STUDY

Data Review: Edina Public Schools Case Study

Kimberly Raskin
Minnesota State University, Mankato

DATA REVIEW: EDINA PUBLIC SCHOOLS CASE STUDY

The Data
In this case study, I am reviewing data for Edina Public Schools, with a focus specifically
on Edina High School. I think its important to understand the demographics of the school
before analyzing the data. The chart below shows that in 2013 EHS is made up of mostly White
students, while 16.2% are students of color (retrieved from Minnesota Report Card).

EHS Demographis by Race 2013

American Indian

Asian

Hispanic

0%
7%

4%

Black

White

5%

84%

The results of MCA testing for Edina High School in 2013 are as follows (Note: no students

Percentage of Pro,iciency

identifying as American Indian took the test).

2013 Pro,icient Test Results by Race

100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%

Asian

Hispanic

Black

White

Reading

87.50%

53.60%

58.60%

89.80%

Math

82.50%

50%

34.30%

86.10%

Science

70.60%

62.50%

33.30%

76.50%

DATA REVIEW: EDINA PUBLIC SCHOOLS CASE STUDY

The results of 2013 MCA testing for SPED, ELL, & FRL are as follows. Here are the
demographics for each category:
Count

Percentage

Special Ed

169

8.6%

English Learner

35

1.8%

Free/Reduced Price Lunch

173

8.8%

Percentage Pro,icient

2013 Pro,icient Test Results SPED, ELL,

& FRL
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%

SPED

EL

FRP

Reading

53.40%

23.10%

57.60%

Math

38.80%

0%

33.90%

Science

56.90%

N/A
0

27.30%

My Analysis
When looking at the data, it is quite apparent that the high achieving students at Edina
High School are the White and Asian students, not including students who are considered SPED,
EL or FRP. Academic barriers, such as race, special educational needs, English language learner
and low income, all effect the achievement of students. English learners scored the lowest, with
only 23.1% passing the Reading tests, 0% passing the Math tests, and no information regarding

DATA REVIEW: EDINA PUBLIC SCHOOLS CASE STUDY

science. Looking at the district as a whole, there is also a drop in the number of students who are
proficient in each test from elementary school to high school. There is a large disparity between
the proficiency achievement of White and Asian students and Hispanic and Black students.
Issues Regarding Race and Achievement
Issues regarding race and achievement are similar to what is being seen in the statewide.
White and Asian students are consistently out-performing students in other racial categories
(Hispanic and Black). What is different at EHS is that its scores for all students are higher than
the statewide average. It seems as though there is an overall higher quality of education at EHS
for students of color, however, based on the rate of proficiency on each test, we are failing our
students of color. Black students are the lowest performing students in the school, with 34.3% of
students being proficient in math and 33.3% being proficient in science. Even though the school
has successfully made AYP, we are still leaving 2/3rd of our Black students behind. Hispanic
students are also outperforming Black students, scoring 53%, 50% and 62% on their respected
tests. They are still being outscored by 20 to 30% points by their white and Asian counterparts,
except in science, which is 10% lower than White and Asian students.

Implications Related to Race and Achievement

Conclusions that can be implied from viewing the data in Edina Public School,
specifically Edina High School, is that even though this school is considered one of the best
schools in the nation, it is still failing its students of color. More students of color are doing
better on standardized tests than the statewide average, but an average 42% proficiency rate for
Black students and 55% proficiency rate for Hispanic students doesnt even come close to the
average 84% proficiency rate for white students. This gap continues to perpetuated the cycle of

DATA REVIEW: EDINA PUBLIC SCHOOLS CASE STUDY

white individuals getting ahead and continuing to gain resources after they graduate from high
school, while people of color lag behind them. If we dont close that gap during a students
education, which is generally a place where students are guided and supported, students of color
are less likely to find success in the world after the K-12 education. Ultimately, students of color
are not getting the education that their White and Asian counterparts are.

Changes to be Made
One of the first changes that can be made to begin the closing of the achievement gap is
to have teachers who are trained in racial equity work and are highly qualified for their position.
They need to be accountable for the results of all of their students, not just the White ones who
are doing well. Jackie Roehl says, We need teachers to be uncomfortable enough with the way
things are to actively and courageously fight for a more equitable and more just education for our
students (Singleton, 2013). Teachers need training that will change the lens on how they view
their students, their curriculum and how they teach. Along with this, all faculty members of a
school and district need to high expectations for all students. This includes board members,
administrators, teachers, paraprofessionals, custodial staff, etc. This may mean each staff
member needs to confront their own racial biases to understand what is getting in the way of
underperforming students.
Another change that needs to be made is the curriculum that students are being taught,
which includes the standardized tests they are taking. Curriculum that is culturally relevant
needs to be implemented in all classrooms to replace what is currently Eurocentric and white
focused. When students are able to identify and relate to what is being taught, they will
ultimately invest themselves into their own learning. Our standardized tests are also geared

DATA REVIEW: EDINA PUBLIC SCHOOLS CASE STUDY

towards the white perspective, limiting the knowledge that comes from cultural perspectives of
black and brown students.

My Observations and Opinions

I have to say that I was surprised by some of the data that I saw regarding testing by
subgroups. With the exception of the 2013-14 school year, racial equity work has been a focus
of EHS staff development for the past 4 years. All teachers have been required to participate in
multiple equity education sessions and trainings for this time duration. Some teachers took it to
heart and implemented the takeaways from it in their classroom. However, many teachers did not
see it as their problem and backlashed against the equity trainings, calling themselves angry
white men. There was also a lack of support and drive from administration, which in turn,
fizzled out this staff development project. I think that goes to show that everyone needs to be on
board for change to truly take place. Starting with a small group people is progress and
necessary, but everyone needs to be dedicated to giving the highest education to all students, not
just particular departments or teachers.
I am not surprised that Black students had their highest test scores in the area of reading.
To avoid tracking students, in 2012, the English department restructured their courses so that all
incoming sophomores were required to take a rigorous English course, Pre-AP English 10. The
goal is to create an even playing field for all students, where the purpose of the course was to
prepare all sophomore students to take AP English courses their junior or senior years. The
curriculum of this course also focuses specifically on race, racism and social justice. Students
read books that represent diversity of race, gender, class, age and geography. I believe that
because of this change of curriculum and expectation, students should be academically more

DATA REVIEW: EDINA PUBLIC SCHOOLS CASE STUDY

successful. However, what was surprising about the data for Reading test scores was the change
in proficiency from 2009 to 2013 (see chart below).

In 2011, Reading scores were at 82.1% proficient, then dropped to 55.9% in 2012, and
went up slightly to 58.6% in 2013, with the implementation of new standards. I was shocked to
see that the same year that the new Pre-AP English 10 course was implemented into the school
that the reading scores for Black students went from 82.1% to 55.9%. There could be many
reasons due to this drop, but unfortunately due to the change of new standards in 2013, we are
unable to see if the data trend continued.
I think we have a lot of work to do regarding raising tests scores and achievement of our
black and brown students. The squeaky wheel gets the grease, and as someone who believes in
the highest quality education for all students and understand the needs to a change in our
educational system, I need to make my voice loud and heard for these students.

DATA REVIEW: EDINA PUBLIC SCHOOLS CASE STUDY

Resources
Minnesota Department of Education. (2013). Minnesota Report Card. Retrieved from
http://rc.education.state.mn.us/#mySchool/orgId--027301021__p--1

Singleton, Glenn E. (2013). More Courageous Conversations About Race. Thousand Oaks,
California: Corwin A Sage Company.