How can states and schools use data to support their efforts to improve educational equity? Building Educational Equity Indicator Systems: A Guidebook for States and School Districts, provides information to help state and school district leaders develop ways of tracking educational equity within their preK â€" 12 systems. The guidebook expands on the indicators of educational equity identified in the 2019 National Academies report, Monitoring Educational Equity, showing education leaders how they can measure educational equity within their states and school districts. Some of the indicators focus on student outcomes, such as kindergarten readiness or educational attainment, while others focus on student access to opportunities and resources, such as effective instruction and rigorous curriculum. Together, the indicators provide a robust picture of the outcomes and opportunities that are central to educational equity from preK through grade 12. For each indicator of educational equity identified in the report, the guidebook describes what leaders should measure and what data to use, provides examples of data collection instruments, and offers considerations and challenges to keep in mind. The guidebook is meant to help education leaders catalogue data they already collect and identify new data sources to help them fill gaps.

'The Impact of School Infrastructure on Learning: A Synthesis of the Evidence provides an excellent literature review of the resources that explore the areas of focus for improved student learning, particularly the aspiration for “accessible, well-built, child-centered, synergetic and fully realized learning environments.†? Written in a style which is both clear and accessible, it is a practical reference for senior government officials and professionals involved in the planning and design of educational facilities, as well as for educators and school leaders. --Yuri Belfali, Head of Division, Early Childhood and Schools, OECD Directorate for Education and Skills This is an important and welcome addition to the surprisingly small, evidence base on the impacts of school infrastructure given the capital investment involved. It will provide policy makers, practitioners, and those who are about to commission a new build with an important and comprehensive point of reference. The emphasis on safe and healthy spaces for teaching and learning is particularly welcome. --Harry Daniels, Professor of Education, Department of Education, Oxford University, UK This report offers a useful library of recent research to support the, connection between facility quality and student outcomes. At the same time, it also points to the unmet need for research to provide verifiable and reliable information on this connection. With such evidence, decisionmakers will be better positioned to accurately balance the allocation of limited resources among the multiple competing dimensions of school policy, including the construction and maintenance of the school facility. --David Lever, K-12 Facility Planner, Former Executive Director of the Interagency Committee on School Construction, Maryland Many planners and designers are seeking a succinct body of research defining both the issues surrounding the global planning of facilities as well as the educational outcomes based on the quality of the space provided. The authors have finally brought that body of evidence together in this well-structured report. The case for better educational facilities is clearly defined and resources are succinctly identified to stimulate the dialogue to come. We should all join this conversation to further the process of globally enhancing learning-environment quality! --David Schrader, AIA, Educational Facility Planner and Designer, Former Chairman of the Board of Directors, Association for Learning Environments (A4LE)