Skip to main content

Defining and Using Evidence for Improvement and Equity

**Safir, S., & Dugan, J. (2021). Street data: A next-generation model for equity, pedagogy, and school transformation (1st ed). Corwin.

Founding principal of the June Jordan School for Equity, Shane Safir poses a new way for education leaders to consider what counts as evidence and whose perspectives should be prioritized in decision-making. For the purposes of Session IV, the prologue and chapter 3 are priority readings, and chapter 4 is a supplemental, additional reading. In the prologue, the authors argue and point to decades of evidence that school was made for, and continues to best serve, white, neurotypical, and economically stable students, and the pandemic has especially highlighted how school systems differentially serve other populations. The authors posit that not only is greater educational equity possible, but that we have a moral imperative to pursue it and racially reimagine schooling. In chapter 3, the authors advocate that data typically shared in dashboards needs to be flipped. Meaning, instead of looking at data that confirms a deficit narrative about achievement gaps, leaders should focus on data that centers the voices of those at the margins. One way to do this is to collect what the authors call Level 3 “street data”, which includes information gathered from the lived experiences of stakeholder. More importantly, there must be a shift in culture where these data are equally valuable as higher-level, typically quantitative, or outcome-based data. In chapter 4, the authors discuss how to fundamentally shift the way educators work together and serve students and grapple with limitations of popular models, such as improvement science, to solve complex, deeply seated, and seemingly intractable systems of oppression. 

Street Data is available at

**This document is considered a priority reading.