--------- July 2017 ---------
IDRA's Actionable Knowledge for Equity bulletin gives you info on four campaign areas: bullying and harassment, actionable data, quality teaching, and school leadership.

In this issue... 
  • Most In-school Bullying Occurs in Hallways and Classrooms
  • Racial-ethnic Tension Occurs at All Grade Levels
  • 5 Reasons Research Shows Teacher Leave
  • School Boards that Lead for Equity - Podcast
IDRA's empirically-based    Quality Schools Action Framework  outlines indispensable levers of change that depend on the production and use of actionable knowledge - clear, accurate and timely information - to assess what is needed to strengthen public schooling.
Bullying and Harassment 
Most In-school Bullying Occurs in Hallways and Classrooms 
In May, NCES released the School Crime Supplement to the National Crime Victimization Survey with data on bullying. About 21 percent of teens (12 to 18 years old) reported being bullied at school during the school year in 2015. By race-ethnicity, 25 percent of Black students, 22 percent of White students and 17 percent of Hispanic students reported being bullied at school. By grade levels, the percentage was higher for sixth graders than students in eighth through 12th grades. 

The graph below shows the location where the bullying was reported to have occurred, with the most being in a school hallway or stairwell followed by bullying inside the classroom.

Location of Bullying in Schools

Source: U.S. Department of Justice, Bureau of Justice Statistics, School Crime Supplement to the National Crime Victimization Survey, 2015.  Location totals may sum to more than 100 percent because students could have been bullied in more than one location.


Other Resources
Actionable Data 
Racial-ethnic Tension Occurs at All Grade Levels
While the perception may be that racial-ethnic tension is most prominent among older teenagers, schools across the country are reporting issues that lead to discipline problems at all grade levels. Middle schools have over twice the rate of other levels. And surprisingly, elementary schools have higher rates than high schools. 
Source:  NCES Digest of Education Statistics. Percentage of public schools reporting selected discipline problems that occurred at school, by frequency and selected school characteristics: Selected years, 1999-2000 through 2013-14. 
Quality Teaching 
School Leadership 

School Boards that Lead for Equity - 
Classnotes Podcast
In order for educational equity to take hold in a school, it is critical that it be in an environment where the district level governance structure provides leadership for systemic equity. A former superintendent in three school districts,  Dr. Larry Leverett is the recently-retired executive director of Panasonic Foundation that supports efforts of school systems to improve academic and social outcomes for all students. In this podcast episode, he describes how the Panasonic Foundation has shifted its focus to school board leadership in advancing system-wide equity strategies. ( Show length: 15:29 min.)

Dr. Leverett is one of the authors of the journal that was published earlier this year,  Essential Approaches for Excellence & Sustainable School System Transformation , that was developed by a group of experts who came together to pull together capacity-building approaches for school and system change. As he relates in this interview, Larry's chapter,  Systems Change and Governance: School Boards That Lead for Equity, outlines several actions boards should take.

Larry is interviewed by Bradley Scott, Ph.D., former director of the IDRA South Central Collaborative for Equity, who also contributed a chapter in the ECCBN journal. Send comments to podcast@idra.org. Sign up to receive free e-mail notices when new episodes are available. 
The Intercultural Development Research Association is an independent, non-profit organization. Our mission is to achieve equal educational opportunity for every child through strong public schools that prepare all students to access and succeed in college. IDRA strengthens and transforms public education by providing dynamic training; useful research, evaluation, and frameworks for action; timely policy analyses; and innovative materials and programs.

We are committed to the IDRA valuing philosophy, respecting the knowledge and skills of the individuals we work with and build on the strengths of the students and parents in their schools.