Research, Data, and Outcomes

EPiC intends to shed light on disparate outcomes and uncover the root cause of inequities so that we can have a just and equitable society for our children. Our research, captured conversations, and analysis is meant to shed light for the people to find the way.

Studies have shown that advanced education is positively associated with achievement test scores, academic attitudes, and self-perception. A number of studies have found that race/ethnicity influences both the availability of advanced courses and the likelihood that students will take advanced courses. Systematic exclusion of minority students from gifted/advanced programs may worsen the racial achievement/opportunity gap by further boosting outcomes for more privileged students while their minority peers continue to lag behind. Learn how to gain access and close the opportunity gap!

Students of color in North Carolina schools have significantly higher rates of both short- and long-term suspensions than their white counterparts. Though the state has lowered both short- and long-term suspensions, Black students are still four-times as likely to receive discipline referrals than their white counterparts for the same behavior. Know your rights and advocate for more restorative practices. 

In North Carolina, the vast majority of the teaching force is white (84%). This is a tremendous mismatch with an increasingly diverse student population that is half non-white. For the majority of teachers in the state it is likely that they will teach students who do not come from the same racial or ethnic background. Research has indicated that having teachers of color reduces the likelihood of suspension for students of color, leads to increased achievement, and increases identification as AIG. Excerpt from e(R)acing Inequities.

Culturally responsive teaching understands, responds to, incorporates, and celebrates students’ cultural references. It’s predicated on the concept of wholly understanding and accepting a child for who they are. It is the way to building a relationship and truly knowing child of color and of diverse backgrounds and bringing that knowledge into the curriculum. Check out research that supp0rts trusting parent feedback about curriculum and needs of their children.

Black students are 40% more likely to be identified for special education than the general student population. A significant number of recent studies have suggested the existence of systemic racial biases that result in students of color being identified more commonly than their white counterparts, particularly for subjective disabilities. North Carolina also leads the nation in excluding students with disabilities from learning and academic environments. Students with learning differences need equity across every school indicator. 

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