Amp Up APS! Districtwide Equity Survey says APS becoming more Equitable and Inclusive

The results are in, and according to the students who participated in the district-wide Amp Up APS! Districtwide Equity Survey, Atlanta Public Schools is becoming a more equitable and inclusive school district.

APS collected data from more than 18,000 respondents (14,814 students and 3,636 teachers/ school staff) in November 2023 to measure progress toward APS strategic equity priorities, build upon district efforts to address and monitor key findings that were identified in the district’s 2021 APS Pedagogies & Curriculum Equity Audit, and provide an opportunity to listen and learn unique perspectives from as many students, teachers, and staff as possible.

“I think that our school and our district, as we are one, value our students’ opinions and experiences,” Morris Brandon Elementary School principal Jay Bland said. “We really want to make a welcoming and affirming environment for all students.”

The Amp Up APS! Survey asked students about their Sense of Belonging, Cultural Awareness & Action, Diversity & Inclusion, and questions about the Profile of a Graduate characteristics.

It also surveyed teachers and school staff on topics like Professional Learning about Equity, Cultural Awareness & Action, and Educating All Students. Here are a few key results from the survey:

1. 74 percent of students responded favorably to “How confident are you that teachers at your school really want you to succeed?”
2. 51 percent of students responded favorably to “How connected do you feel to the adults at your school?”
3. 53 percent of teachers and 47 percent of staff responded favorably to the question, “Overall, how effective has your school administration been in helping you advance student equity?”
4. 38 percent of teachers and 39 percent of staff responded favorably to “How often do professional development opportunities help you explore new ways to promote equity in your practice?”

Overall, the student responses showed signs of improvement and  favorable sentiments regarding  Profile of a Graduate, Sense of Belonging, Cultural Awareness, and Diversity and Inclusion questions.

At Brandon Elementary School, where 77% of students reported feeling a sense of belonging, principal Bland felt that number was among the highest in APS because of efforts to make a very strong and inclusive school community.

One student at Brandon Elementary School who regularly joins principal Bland and other teachers during scheduled ‘lunch bunches,’ where students can sit, talk and share their thoughts about the school, has become so connected with his school he doesn’t want to head on to middle school yet.

“What we continue to do is amplify our student voice and try to give them a chance to feel accepted and wanted at school,” Bland said. “This student has come so far with his learning, his academics, his friendships, and his behavior. He feels like he’s a part of our school. This is a child that has come from a background that has had challenges. But we feel like because our school community is so accepting, it gave him a sense of belonging with his teachers and his class.”

On the other hand, results showed that teachers felt that there should be more opportunities for equity professional learning development.

Dr. Teruko Dobashi, the assistant principal at Toomer Elementary School, has already set a goal of increasing positive responses surrounding equity and professional learning among her staff by an additional 10%.

At a diverse elementary school like Toomer, Dr. Dobashi and the staff are working with The Leadership Academy and have learned how to take equity discussions and theories and apply them to their work.

“Equity cannot be just a sprinkle here or just be something that we say we’re doing,” she said. “It has to be something that we’re focused on and it is something that we have to really pour our work into.”

“To see such a decline in what teachers felt like they received here was eye-opening to me that it cannot just be through informal conversations,” she added. “Equity has to be on the forefront of our minds. It has to be a lens that we operate with, and it has to be embedded in our school fabric.”

The Office of Equity + Social Justice has been meeting with district office leaders to strategize how these results can help improve practices within their departments. The team continues to meet with school leaders to help them understand their results and incorporate activities/strategies for their students and staff to improve the learning environments at their schools. In addition, they are utilizing Panorama Education’s professional development experts for professional opportunities for school leaders.

The data gathered will be used to inform student and staff support plans; including culturally and linguistically responsive professional learning opportunities, guide budget development, decision-making, and resource allocation to advance equity at the school level, and measure district progress on strategic priorities.

“If APS continues to require us to grow and learn and check ourselves, we are going to be lightyears ahead and create a better future for our children,” Dr. Dobashi said.