Partnership with State College Area School District (SCASD)

CECR works closely with SCASD's Office of Diversity, Equity, Inclusivity, and Belonging, as well as other district offices, to produce equity-focused reports that highlight and address disparities.

In addition to annual reporting, CECR collaborates with the district to:

• review best practices in elementary math instruction
• examine how classroom placements affect access to advanced math pathways
• and develop strategies to ensure all students have equitable opportunities in mathematics

Examining representation in math

As research continues to demonstrate persistent gaps in access to opportunity for minoritized students, school districts have re-examined long-employed organizational and instructional practices that may contribute to this inequality in access and outcomes.

One such practice is sorting students into separate classes for instruction, which has harmful consequences including disparate quality of instruction, differential expectations, and gaps in access to opportunity that exacerbate disparities in achievement, often along racialized and class lines. Access to high-quality, advanced mathematics in high school for underrepresented students is associated with positive outcomes in high school graduation and college matriculation.

Supporting a district’s burgeoning equity work through data analysis

Research illustrates that white and Asian students are disproportionately represented in AP calculus courses while Black and Hispanic students are underrepresented.

SCASD has typically regrouped for math instruction in 3rd-5th grades. While the district has undertaken heterogeneous grouping in some classrooms and schools, which represents initial change, more widespread efforts to heterogeneously group have faced resistance from stakeholders, similar to other communities across the U.S. However, we know that we can learn from districts that have successfully reformed their mathematics grouping policies and practices.

A research-practice partnership to build knowledge and facilitate action

This project provides research-based evidence to support school leaders as they explore more inclusive teaching practices that aim to give all students a fair chance at advanced math. It also helps information teacher training and community conversations about how to make these changes.

Reviewing immigration issues

In early 2025, the State College Area School District approved an initial agreement with Penn State Dickinson Law’s Center for Immigrants’ Rights Clinic and the Center for Education and Civil Rights.

“The SCASD Office of Equity and Inclusivity would like to engage in an affiliation agreement with Penn State Law’s Center for Immigration Rights Clinic. Both faculty and students of Penn State Law will assist in both oral and written educational efforts on immigration and related issues, providing both review and evaluation of the written material,” the memorandum of understanding stated.

Reports & Documents

Click to view and/or download documents presented at SCASD Board Meetings.

Equity Reports

Additional Reports & Documents

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