Giving Compass' Take:

• It is crucial for educators to use data-driven approaches when designing school schedules because of how they impact equity and student outcomes.

• The school used as an example in the article was able to diversify classrooms and provide implicit bias and cultural training for teachers. However, not all schools have the capacity to implement these types of programs or be as thoughtful about designing schedules. How can donors help fill these gaps for schools? 

• Read about other schools that are achieving educational equity.

In Fall 2017, when Hoover High School in San Diego’s Unified School District began building the next year’s master schedule, school leaders discovered something concerning. Some of the students who needed extra support—English learners, special-education students, and others in need of academic interventions—were more likely to be scheduled in larger classes with less experienced teachers. They were also significantly underrepresented in Advanced Placement courses, and were often separated from other students throughout the day because of how their intervention blocks were scheduled.

This problem is not unique to Hoover. A growing body of research shows that outcomes for students diverge not just within districts, but within individual classrooms and schools. Improvements to pedagogical practices are critical, but insufficient, when students have unequal access to rigorous courses, academic programs, and experienced teachers.

To systematically address these inequities, decision-makers must understand the processes that create them. Increased funding alone will not address endemic achievement gaps, because equity is more than just a fiscal or pedagogical challenge; it is also an operational one.

School leaders are almost always aware that scheduling practices can have unintended consequences on equity, and student outcomes. But most haven’t had the tools to map assumptions to data and operationalize necessary changes. In many schools, these important decisions are still made using magnet boards and other processes with limited capacity.

Hoover pursued a data-driven approach that allowed for more balanced class sizes and ensured newer teachers were not overloaded with large classes of high-need students. Rosters became more diverse. Students with special needs and English language learners now learn alongside students in gifted programs who would traditionally be separated during the day. Importantly, the schedule guaranteed common preparation and planning time so teachers can meet and discuss the best ways to support all pupils.

Read the full article about school schedules can impact equity by Adam Pisoni at EdSurge.