IES Blog

Breaking down data by racial and ethnic groups, such as White, Black, Hispanic, and Asian, can provide a better understanding of education performance and outcomes than just looking at overall outcomes. But these broad racial/ethnic groupings can still be large enough to hide important information and nuances about student performance and outcomes.  

A recent NCES report, Status and Trends in the Education of Racial and Ethnic Groups 2018, examines current conditions and changes over time in education activities and outcomes for members of racial and ethnic groups in the United States. The report also uses data from the U.S. Census Bureau’s American Community Survey^[1] to examine outcomes for U.S. and foreign-born individuals who identify with specific Hispanic and Asian ancestry subgroups (e.g., Mexican, Puerto Rican, Chinese, Asian Indian).^[2] For example, although 11 percent of Asian children under age 18 were living in poverty in 2016, the child poverty rate differed by more than 30 percentage points across the selected Asian subgroups—ranging from 6 percent each for Asian Indian, Filipino, and Japanese children to 37 percent for Bangladeshi children.

Matthew Soldner, Commissioner of the National Center for Education Evaluation and Regional Assistance, delivered the remarks below at Regional Educational Laboratory (REL) Midwest’s February 27, 2019 Governing Board Meeting in Chicago, Illinois. The remarks have been edited for clarity and to remove references to specific attendees or projects.

Good evening, and thank you for inviting me to share a few thoughts this evening about the Institute of Education Sciences’ vision for the REL program. I will promise to keep them brief, because I know you want to hear from REL Midwest about the work they have planned for the upcoming year, and I know they want to hear from you about the planned work and how it can be designed to meet your needs and the needs of your stakeholders.

As you meet over the course of the next day, I’d ask that you keep one question in mind throughout: how can our work together, across the various partnerships that are represented in this room, work to promote achievement for all students. I want to spend a moment on a few of those words.

First, achievement. When I talk about achievement, I’m not referring to only test scores or grades. I’m talking about measures and indicators of development and success from early childhood through adulthood, including outcomes in early childhood education, early and middle grades, high school, and college and university. This also must include indicators of success as learners move to and through the workforce.

Second, when I say all students – or, perhaps more precisely, all learners – I mean it in the most inclusive terms. We are deeply committed to ensuring each student, each learner, is well-served by our systems of education – from pre-Kindergarten to adult education, and all levels in-between.  

So what must we, as a REL program, do to work toward that goal? I think most of us would agree that nothing changes for students if adults don’t begin to do things differently and, hopefully, better.

That means our work must be focused on action. The kind of action you tell us is most needed in your states, your districts, and your communities.

Some of you are probably saying: “But I thought this work was about RESEARCH? Doesn’t the ‘L’ in ‘REL’ imply that we are out to experiment, test, and discover? Not ACTION?”

The answer is, of course, yes: Research is core to the distinctiveness of the REL program. Research, and a reliance on evidence in classroom practice and policymaking is at the foundation of everything that we do. And yes, in all of our work, we hope to inspire among our partners a desire and capacity to better use data and evidence.

But it cannot end there. The research that we do together must be in service of the action – of the change – around which you have invited us into your work. It must be part of a larger, coherent effort to improve the achievement of all students. Research is a means to an end, but it is not the end this program is meant to achieve.

I would offer one word of caution. This is not just, or even mostly, about improving dissemination. It isn’t about a better tweet, a better infographic, or a better video. We cannot be in the business of just putting research in peoples’ hands and expecting change.

Instead, this is about being in active partnership with you. And putting that relationship to work so that what we know and what we are learning can support the policy, program, and practice goals you have set to support all students.

I do not believe this is a radical departure from how this community thinks about its work. But it may call us to do our work with a different kind of intentionality.

So my ask of you, my charge to you, is that as Governing Board members and stakeholders you consistently challenge us to leverage the research, evaluation, and technical assistance skills of the REL staff in this room in ways that make a real difference in the lives of the learners you serve. Thank you being good partners with us on this journey. As always, please feel free to reach out to me directly if you have thoughts about how we might do our work better.