Common Causes of Inequity

• Ineffective identification process: Schools that do not consistently use a transparent and unbiased system for identifying and monitoring each student’s academic needs will be unable to differentiate time and attention effectively to meet student’s needs.
• Insufficient staff capacity and supports: When schools do not have sufficient time or staff to meet the needs of all students, it can limit their ability to differentiate instructional time and attention based on student needs.
• Rigid school scheduling practices: Districts and schools may struggle to support all students’ needs when they lack strategic scheduling and staffing approaches—such as intervention and enrichment blocks, longer core subject blocks, small groups, and individual support.

Key Questions to Explore

• Do schools in our district have the flexibility to adjust student schedules to differentiate instructional time?
• How does the amount of instructional time spent in core subjects vary by student proficiency level across student groups and/or across schools in our district?
• What is the average class sizes in our district by grade level and subject area?
• To what extent do average class size vary across proficiency levels, student groups, and/or across schools in our district?

What Does the Data Say About Instructional Time & Attention?

Our interactive data resource will help deepen your understanding of how dimensions of resource equity like Instructional Time & Attention play out in schools and districts across the country. As you navigate these interactive stories, you’ll learn how system shifts can lead to more equitable and better student experiences and outcomes.