Equitable outcomes for students –evidence base
Use these resources to lead professional conversations in your school, or professional learning network, about improving equitable outcomes for students.
These resources support the evidence-based strategies explored in ‘Curriculum planning for every student in every classroom’ (AC00180) professional learning.
We aim to reduce the impact of disadvantage by ensuring the delivery of high-quality and equitable education for all students. (NSW Department of Education 2022).
‘...existing inequities are most likely to disadvantage those least likely to question or object, we have a responsibility as educators to redouble our efforts to make equity more than a myth’ (Masters, 2021).
How do we ensure every student receives a high-quality, equitable education?
Understanding equity in education
Purpose of resource
This resource is part of Curriculum planning for every student – evidence base. It supports teachers and leaders to explore and reflect on research about factors influencing equitable outcomes for students.
Target audience
School leadership teams can use this resource to initiate professional dialogue and build collective understanding about improving equitable outcomes for students. Teachers can use this resource for reflection and as a prompt for collegial discussion
When and how to use
School leadership teams might use this resource to:
- mentor new and aspiring leaders to develop their curriculum planning practice
- facilitate discussions on planning equitable student outcomes across school teams, such as Learning and Support team, Curriculum team.
Teachers might use this resource to:
- reflect on their own practice
- promote discussion about factors influencing equitable outcomes for students
Text-based protocols and core thinking routines can be used with this resource to foster discussion about factors influencing equitable outcomes for students.
Research base
The evidence base for this resource is:
- Sahlberg P (2022). ‘Understanding equity in education. Part 1: What is equity?’, Scan, 41(6): 4-7 NSW Department of Education, accessed 31 March 2023.
- Sahlberg P & Cobbold T (2021) Leadership for equity and adequacy in education, School Leadership & Management, 41(4-5) 447-469 doi.org/10.1080/13632434.2021.1926963, accessed 31 March 2023 from https://www.pc.gov.au/inquiries/current/school-agreement/submissions#initial (Submission 21)
- Gonski Institute for Education (2020) ‘Achieving a bright future for all young Australians. Policy Brief#1’ Sydney: UNSW Gonski Institute for Education, accessed 31 March 2023.
- Achieving a bright future for all young Australians. Policy Brief#1(PDF 2.3 KB) Sydney: UNSW Gonski Institute for Education, accessed 31 March 2023.
- High Impact Professional Learning (HIPL).
Contact
Email questions, comments, and feedback about this resource to contactcurriculumreform@det.nsw.edu.au using the subject line ‘Curriculum planning for every student in every classroom’.
Alignment to system priorities and, or needs:
- School Excellence Policy, School Excellence Procedure
- NSW Department of Education Strategic Plan (2018-2023)
- Alice Springs (Mparntwe) Declaration
- Aboriginal Education policy
- Inclusive Education for students with disability policy
- Disability Strategy
- High Potential and Gifted Education policy
- Multicultural Education policy
Alignment to School Excellence Framework:
- ‘Educational leadership’ element in the Leading domain
- ‘Learning and development’ element in the Teaching domain
- ‘Learning culture’ and ‘Curriculum’ elements in the Learning domain.
Alignment to NSW Department of Education Strategic Plan (2018-2023) – Equity and Academic Achievement outcomes.
Alignment with the Australian Professional Standards for Teachers – 1.1.4, 1.3.4, 1.5.4, 4.1.4, 6.2.4 and 6.3.4
Consulted with:
- Aboriginal Outcomes and Partnerships Directorate
- Inclusion and Wellbeing Directorate (including Inclusive Education and Disability Strategy)
- Educational Standards Directorate (including English as an additional language or dialect)
- Curriculum and Reform Directorate (including High potential and gifted education)
Reviewed by – Curriculum Early Years and Primary Learners (CEYPL) Director and Curriculum Secondary Learners (CSL) Director
Created/last updated – August 2023
To be reviewed – August 2024
Research article – Sahlberg P (2022). ‘Understanding equity in education. Part 1: What is equity?’, Scan, 41(6): 4-7, accessed 31 March 2023.
‘…equity means that all students receive an education that enables them to realise their talents and fully participate in society in a way of their choosing.’ (Sahlberg, 2022:6)
Research overview
Pasi Sahlberg, UNSW Gonski Institute for Education, surveyed 2000 adults in 2020. Equity was considered by 9 out of 10 adults to be a priority in Australian education.
How can school leaders develop a culture to improve equitable outcomes for students?
Key points
The author proposes a need for a new definition of equity in education if we are to achieve the equity and excellence goal agreed to in the Alice Springs (Mparntwe) Declaration (2019). Equality is not a synonym for equity. ‘Equality of opportunity, when combined with gross inequality of outcome, is the worst possible recipe for a harmonious society’ (Lipsey 2014 cited in Sahlberg 2022:6).
Equitable education means ‘students from different social groups will achieve similar average outcomes, and a similar range of variation in these outcomes’, independent of their gender, background, or location. Equitable education does not mean all students achieve the same educational outcomes. School leaders monitor and assess progress towards more equitable educational outcomes for students in their setting.
Schools alone cannot fix inequities in education. However, international evidence suggests that we can reduce the negative correlation between social disadvantage and student achievement. Equitable education is a moral imperative and schools must take steps to address the factors within their sphere of influence.
Professional discussion and reflection prompts
- As a leader, how do you identify and understand the equity-related issues impacting student outcomes? Which issue has the most impact in your context?
How do teacher pedagogical choices and selection of teaching and learning resources support equitable outcomes for the full range of students? (see Resource – Diversity, inclusion and representation: Resourcing the curriculum)
- How might you deepen understanding of inclusive curriculum planning principles to improve practice and support more equitable outcomes for students?
Equity and data-driven decision-making
Purpose of resource
This resource is part of Curriculum planning for every student – evidence base. It supports teachers and leaders, to explore and reflect on research about factors influencing equitable outcomes for students.
Target audience
School leadership teams can use this resource to initiate professional dialogue and build collective understanding about improving equitable outcomes for students. Teachers can use this resource for reflection and as a prompt for collegial discussion.
When and how to use
School leadership teams might use this resource to:
- mentor new and aspiring leaders to develop their curriculum planning practice
- facilitate discussions on planning equitable student outcomes across school teams, such as Learning and Support team or the Curriculum team.
Teachers might use this resource to:
- reflect on their own practice
- promote discussion about factors influencing equitable outcomes for students.
Text-based protocols and core thinking routines can be used with this resource to foster discussion about factors influencing equitable outcomes for students.
Research base
The evidence base for this resource is:
- Datnow A (2017, August 29) ‘Opening or closing doors for students? Equity and data-driven decision-making [Paper presentation]. Research Conference 2017 – Leadership for Improving Learning – Insights from Research, accessed 17 April 2023.
- Datnow A and Park V (2018). Opening or closing doors for students? Equity and data use in schools. Journal of Educational Change 19(2): 131-152. doi:10.1007/s10833-018-9323-6, accessed 17 April 2023
- High Impact Professional Learning (HIPL).
Contact
Email questions, comments, and feedback about this resource to contactcurriculumreform@det.nsw.edu.au using the subject line ‘Curriculum planning for every student in every classroom’.
Alignment to system priorities and, or needs:
- School Excellence Policy, School Excellence Procedure
- NSW Department of Education Strategic Plan (2018-2023)
- Alice Springs (Mparntwe) Declaration
- Aboriginal Education policy
- Inclusive Education for students with disability policy
- Disability Strategy
- High Potential and Gifted Education policy
- Multicultural Education policy
Alignment to School Excellence Framework:
- ‘Educational leadership’ element in the Leading domain
- ’Effective classroom practice’, ‘Data skills and use’ and ‘Learning and development’ elements in the Teaching domain
- ‘Learning culture’, and 'Curriculum’ elements in the Learning domain.
Alignment to NSW Department of Education Strategic Plan (2018-2023) – Equity and Academic Achievement outcomes.
Alignment with the Australian Professional Standards for Teachers – 1.1.4, 1.3.4, 1.5.4, 4.1.4, 6.2.4 and 6.3.4
Consulted with:
- Aboriginal Outcomes and Partnerships Directorate
- Inclusion and Wellbeing Directorate (including Inclusive Education and Disability Strategy)
- Educational Standards Directorate (including English as an additional language or dialect)
- Curriculum and Reform Directorate (including High potential and gifted education)
Reviewed by – Curriculum Early Years and Primary Learners (CEYPL) Director and Curriculum Secondary Learners (CSL) Director
Created, last updated – August 2023
To be reviewed – August 2024
- Research article – Datnow A (2017, August 29) ‘Opening or closing doors for students? Equity and data-driven decision-making [Paper presentation]. Research Conference 2017 – Leadership for Improving Learning – Insights from Research, accessed 17 April 2023.
'...thoughtful data-use practices can expand students’ opportunities to learn, whereas misinformed use of data can limit their opportunities.’ (Datnow, 2017)
Research overview
Data-driven decision-making is a key pillar of educational reform initiatives across the globe.
How can school leaders consolidate a culture where data-driven decision-making challenges assumptions and supports more equitable outcomes for students?
Key points
Data use can be an important lever for achieving equity. However, data use practices can act as an obstacle or a facilitator to achieve equity goals. School leaders play a critical role in shaping how and why data informs decision-making.
Using student characteristics to explain achievement data can confirm assumptions and reinforce a culture of low expectations and stereotypes. School leaders have a responsibility to carefully frame professional conversations about student achievement. This helps to develop a culture that challenges existing assumptions about student learning. A focus on continuous improvement often leads to consideration of a broader range of data that can create a more complete picture of student learning.
Thoughtful use of data can inform flexible grouping, expand opportunities, and promote student growth. Increased use of data doesn’t automatically guarantee equitable outcomes for students; equity needs to be an explicit goal of school improvement and data use efforts.
Professional discussion and reflection prompts
- As a leader, how will you guide data-informed conversations that consider student strengths and support equitable outcomes for students?
- What data is used, or could be used, to measure impact and quantify equitable student outcomes?
- How will you develop a culture that challenges existing assumptions and reinforces high expectations about achievement for the full range of students? (see Resource: Understanding equity in education)
Professional learning
- Curriculum planning for every student in every classroom professional learning in MyPL