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Equity Is in the Details: Data That Drives Access

Panelists

• Adam Inder, Head of Education, Pivot Professional Learning
• Françoise Raoult, Teacher, Coach and EAL Coordinator, Inclusive EAL
• Heather Millnick, MTSS coordinator, Fairfax County Public schools

Episode Summary

In this episode of Data in Education, Jenelle and Jessica are joined by school leaders, coaches, and practitioners to explore how data can be used to advance equity rather than unintentionally reinforce gaps.

Rather than centering the conversation on scores, labels, or compliance-driven systems, the discussion focuses on how everyday data practices, when designed thoughtfully, can expand access to rigorous, grade-level instruction and better reflect the full picture of student learning.

The conversation focuses on:

• How data can unintentionally reinforce inequities when it is reduced to a single number or disconnected from context
• What kinds of data actually support access to meaningful, grade-level learning for all students
• How culturally responsive practices show up in day-to-day data use, including qualitative and student-specific information
• What equitable acceleration looks like through exposure, representation, and opportunity
• How school and district leaders can support this work by creating space for deeper, more reflective data conversations
  
  
  

This episode is especially relevant for educators and leaders who want data to feel more supportive, actionable, and human, and who are looking for practical ways to ensure every student has access to high-quality learning experiences.

Actionable Guidance from Our Panelists

Our panelists shared concrete ways educators can rethink and use data to drive equity in classrooms and schools.

Adam Inder

• Pivot Professional Learning
  Free term of access to Pivot PL’s data platform, including one data coaching call
• I can avoid reducing data to a single number.
• I can look at multiple sources of evidence.
• I can recognize that all students deserve access to high-quality instruction, not just those who already demonstrate proficiency.

Françoise Raoult

• I can identify dominant cultural norms embedded in content, tasks, and expectations.
• I can be careful about how students are labeled based on data.
• I can use data to question assumptions rather than confirm them.

Heather Millnick

• I can understand when data expects specific background knowledge.
• I can look at individual skills rather than overall performance.
• I can create a clear roadmap from one skill to the next.
• I can identify whether each student’s growth rate is continuing.

Links to these resources are available wherever you are listening or watching this episode.

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