The Equity in Education Dashboard compiles key findings and trends on the current state of educational equity in the United States. Drawing from the framework in the National Academies of Sciences, Engineering, and Medicine (NASEM) report Monitoring Educational Equity, the website is divided into a series of domains, each of which includes a set of indicators. The indicators—which are based on statistics from various data sources like national surveys of students, parents, teachers, and principals—highlight disparities in education among population groups, including differences by race/ethnicity1, sex, socioeconomic status, English learner status, and disability status. More findings will be added to the Equity in Education Dashboard over time.
The descriptive data presented in the indicators are intended to provide measures of equity in education that are important to monitor but are not the only means of measuring educational success. The indicators do not establish causality between the measures and the population groups, nor do they investigate more complex hypotheses or account for interrelationships among variables.
Currently, the Equity in Education Dashboard provides findings based on published information. In some cases, this published information represents the best data available but does not perfectly align with the recommended indicators in the NASEM report. In these cases, the indicator text notes where published NCES data differ from recommendations in the report.
1 It is important to note that there is heterogeneity within racial/ethnic categories. Origin differences, including heritage, nationality group, lineage, or country of birth of the person or the person’s parents or ancestors before their arrival in the United States, within any racial/ethnic category or length of stay in the United States, can impact outcome data and best practices for improving educational experiences of students.
This domain focuses on academic readiness at kindergarten entry as well as self-regulation and attention.
This domain focuses on the concentration of poverty in schools as well as racial segregation within and across schools.