RARE & Roosevelt Academic Inequity Efforts

The following is an effort to keep RARE and its supporters fully informed regarding the ongoing efforts by RARE and the RHS PTSA Racial Equity Committee to examine issues related to academic inequities at Roosevelt.

Let me begin by responding to the question: “What are you referring to as Academic Inequities?”

Academic inequities refer to systemic differences in educational opportunities and outcomes that affect certain groups of students. These differences are typically the result of structural barriers within educational systems rather than differences in students’ abilities or potential.

Below is a summary snapshot of key indicators at Roosevelt High School that help illustrate areas where academic inequities may exist.

Student Demographics (Total Students: 1,501)

• White: 933 (62.2%)
• Hispanic: 120 (8.0%)
• Black: 92 (6.1%)
• Asian: 129 (8.6%)
• Two or More Races: 224 (14.9%)

Teacher Demographics

• White: 66 (81.5%)
• Hispanic: 3 (3.7%)
• Black: 0 (0%)
• Asian: 2 (2.5%)
• Two or More Races: 2 (2.5%)
• Not Provided: 7 (8.6%)

Key Academic and School Climate Indicators

Group	Graduation	Dropout	9th Grade On Track	Discipline	Attendance	ELA Below Grade	Math Below Grade	Science Below Grade
All Students	94.1	3.2	93.0	1.8	71.9	3.3	16.6	4.9
White	96.1	2.3	96.2	0.8	75.4	1.4	11.0	2.6
Asian	87.5	12.5	87.5	2.2	87.6	6.1	12.1	0
Black	75.0	15.0	54.5	12.1	44.2	18.6	N/A	22.2
Hispanic	84.4	9.4	87.2	4.2	59.6	11.1	34.3	10.5
Native American	N/A	N/A	N/A	23.1	N/A	N/A	N/A	N/A
Two or More Races	94.4	5.6	94.9	1.9	72.2	0.0	16.9

These data points align with metrics used across Seattle Public Schools and reported through the Washington State Office of Superintendent of Public Instruction to assess student outcomes and opportunity gaps.

There are several important points that should frame any review of this information.

First, this is not a new challenge. Academic opportunity and achievement gaps have existed in public education for decades.

Second, the issue is not unique to Roosevelt. Academic inequities exist throughout Seattle Public Schools, across Washington State, and throughout the United States.

Third, these disparities should not be interpreted as a reflection of students’ abilities or potential. Rather, they reflect how effectively educational systems, programs, and institutional structures meet the needs of diverse student populations.

It is also important to distinguish between equality and equity.

• Equality means providing the same resources to all students.
• Equity means distributing resources based on need so that every student has a fair opportunity to succeed.

For example, if some students begin significantly behind academically, achieving equity may require additional tutoring, targeted academic supports, or smaller instructional settings.

At present, RARE, in collaboration with Kim Bernie (RHS PTSA Racial Equity Committee President) and the RHS Racial Equity Committee, have begun a series of open discussions and listening sessions with several Roosevelt student affinity groups. Over the coming months, we plan to expand these conversations to include parents, counselors, teachers, and school administrators.

Our objective is to better understand the issue from the perspectives of each of these groups, identify potential root causes, and determine which challenges can be addressed directly at Roosevelt.

Meaningful progress will require collaboration among teachers, counselors, administrators, families, students, and the many support organizations connected to Roosevelt. Moving forward, it will be important that we align around a shared vision—one that ensures every student has the opportunity to reach their full academic and personal potential.

By coordinating our resources and working together we can move beyond incremental change and begin creating the conditions necessary for meaningful and sustainable progress.

In the near future, we hope to meet with the various RHS teams to discuss how we might work collaboratively to advance academic equity for all students at Roosevelt.

Ultimately, our shared goal is for every student to graduate with a clear, realistic, and supported plan for success beyond high school.

Thank you for your time and for the important work you are doing.