Disparities in educational attainment among population groups have characterized the United States throughout its history. Education is sometimes characterized as the "great equalizer," but to date, the country has not found ways to successfully address the adverse effects of socioeconomic circumstances, prejudice, and discrimination that suppress performance for some groups. To ensure that the pursuit of equity encompasses both the goals to which the nation aspires for its children and the mechanisms to attain those goals, a revised set of equity indicators is needed. Measures of educational equity often fail to account for the impact of the circumstances in which students live on their academic engagement, academic progress, and educational attainment. Some of the contextual factors that bear on learning include food and housing insecurity, exposure to violence, unsafe neighborhoods, adverse childhood experiences, and exposure to environmental toxins. Consequently, it is difficult to identify when intervention is necessary and how it should function. A revised set of equity indicators should highlight disparities, provide a way to explore potential causes, and point toward possible improvements. Monitoring Educational Equity proposes a system of indicators of educational equity and presents recommendations for implementation. This report also serves as a framework to help policy makers better understand and combat inequity in the United States' education system. Disparities in educational opportunities reinforce, and often amplify, disparities in outcomes throughout people's lives. Thus, it is critical to ensure that all students receive comprehensive supports that level the playing field in order to improve the well-being of underrepresented individuals and the nation. Table of Contents Front Matter Summary 1 Why Indicators of Educational Equity Are Needed 2 Committee's Framework for Indicators of Educational Equity 3 Contextual Influences on Educational Outcomes: Families and Neighborhoods 4 Indicators of Disparities in Student Outcomes 5 Indicators of Disparities in Access to Educational Opportunities 6 Paths Forward: Recommendations References and Bibliography Appendix A: Review of Existing Data Systems Appendix B: Assessment of Relevant Publications Appendix C: Data and Methodological Opportunities and Challenges for Developing K12 Educational Equity Indicators Appendix D: Agendas for Public Sessions of the Committee Appendix E: Biographical Sketches of Committee Members and Staff Committee on National Statistics

Value-added methods refer to efforts to estimate the relative contributions of specific teachers, schools, or programs to student test performance. In recent years, these methods have attracted considerable attention because of their potential applicability for educational accountability, teacher pay-for-performance systems, school and teacher improvement, program evaluation, and research. Value-added methods involve complex statistical models applied to test data of varying quality. Accordingly, there are many technical challenges to ascertaining the degree to which the output of these models provides the desired estimates. Despite a substantial amount of research over the last decade and a half, overcoming these challenges has proven to be very difficult, and many questions remain unanswered-at a time when there is strong interest in implementing value-added models in a variety of settings. The National Research Council and the National Academy of Education held a workshop, summarized in this volume, to help identify areas of emerging consensus and areas of disagreement regarding appropriate uses of value-added methods, in an effort to provide research-based guidance to policy makers who are facing decisions about whether to proceed in this direction. Table of Contents Front Matter 1 Introduction to Value-Added Modeling 2 Uses and Consequences of Value-Added Models 3 Measurement Issues 4 Analytic Issues 5 Considerations for Policy Makers References Appendix A: Workshop Agenda and Participants Appendix B: Biographical Sketches of Committee Members and Staff