ERIC ED573772: iCount: A Data Quality Movement for Asian Americans and Pacific Islanders in Higher Education

2013·3.2 MB·English

by  ERIC

iC :
ount
A Data Quality Movement for Asian Americans
and Pacific Islanders in Higher Education
This report was made possible through the generous funding from the Educational
Testing Service (ETS). The collaboration between CARE and ETS emerged from an
Asian American and Pacific Islander Heritage Month speaking engagement (May
16, 2012) at ETS in Princeton, NJ. Central to the discussion was the need for data
disaggregation to better understand the variation of the educational experiences
and outcomes within the highly diverse Asian American and Pacific Islander
student population.
The authors of this report are Robert Teranishi, Libby Lok, and Bach Mai Dolly
Nguyen. Other contributors included Cynthia M. Alcantar, Laurie Behringer, Loni
Bordoloi Pazich, Richard Coley, Jude Paul Dizon, Neil Horikoshi, Shirley Hune, Pearl
Iboshi, Yue (Helena) Jia, Deborah Leon Guerrero, Margary Martin, Trung Nguyen,
Tu-Lien Kim Nguyen, Erin Jerri Malonzo Pangilinan, Julie Park, Tina Park, Seema
Patel, Oiyan Poon, Peggy Saika, Katie Tran-Lam, and Robert Underwood.
National Commission CARE Research Team
Margarita Benitez Robert Teranishi
Excelencia in Education Principal Investigator
New York University
Estela Mara Bensimon
Tu-Lien Kim Nguyen
University of Southern California
Project Manager
Steinhardt Institute for Higher Education Policy
Carrie Billy
Margary Martin
American Indian Higher Education Consortium
Director of Research
New York University
Michelle Asha Cooper
Institute for Higher Education Policy Loni Bordoloi Pazich
Research Associate
New York University
A. Gabriel Esteban
Seton Hall University
Cynthia M. Alcantar
Research Associate
New York University
Antonio Flores
Hispanic Association of Colleges and Universities
Libby Lok
Research Associate
Larry Griffith New York University
United Negro College Fund
Bach Mai Dolly Nguyen
Research Associate
J.D. Hokoyama
New York University
Leadership Education for Asian Pacifics
Research Advisory Group
Neil Horikoshi
Asian & Pacific Islander American Scholarship Fund
Mitchell Chang
University of California, Los Angeles
Shirley Hune
University of Washington Dina Maramba
State University of New York, Binghamton
Parag Mehta
Julie J. Park
U.S. Department of Labor
University of Maryland- College Park
Oiyan Poon
Mark Mitsui
Loyola University Chicago
North Seattle Community College
Caroline Sotello Viernes Turner
Don Nakanishi California State University, Sacramento
University of California, Los Angeles
Rican Vue
University of California, Los Angeles
Kawika Riley
Office of Hawaiian Affairs
Design Team
Doua Thor
Kurt Steiner
Southeast Asia Resource Action Center
Creative Militia, LLC
Robert Underwood Marita Gray and Ellie Patounas
University of Guam ETS
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ii A Data Quality Movement for Asian Americans and Pacific Islanders in Higher Education
TABLE OF CONTENTS
TOWARD A DATA QUALITY MOVEMENT ......................................................................................1
Data for Whom? Data for What?
Why Representation in Data Matters for AAPIs
Purpose of the Report
EMPIRICAL PERSPECTIVES ON AGGREGATED AND DISAGGREGATED DATA ...............................5
The Racial Definition and Categorization of AAPIs
What Disaggregated Data Reveals about AAPI Sub-Groups
A CASE STUDY OF THE UNIVERSITY OF CALIFORNIA AND THE COUNT ME IN CAMPAIGN ........11
Impact on Data Collection
Impact on Data Reporting
Utility of Disaggregated Data
A REGIONAL FOCUS ON HAWAI‘I AND THE PACIFIC ...................................................................21
A Portrait of Educational Attainment among Pacific Islanders
A System’s Use of Disaggregated Data – The University of Hawai‘i
An Institution’s Use of Disaggregated Data – The University of Guam
A CALL TO ACTION .....................................................................................................................29
Establishing momentum for change
Recommendations for Data Collection
Recommendations for Data Reporting
Moving Toward Systemic Reform
APPENDIX: DATA SOURCE AND METHODOLOGY ......................................................................31
REFERENCES ..............................................................................................................................33
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PREFACE In 2013, the National Commission on Asian American and Pacific
Islander Research in Education (CARE) and the White House Initia-
tive on Asian Americans and Pacific Islanders (WHIAAPI) – with
generous support from ETS and Asian Americans and Pacific Islanders in Philanthropy
(AAPIP) – began an Asian American and Pacific Islander (AAPI) data quality campaign.
This collaboration is centered on three interrelated goals. First, the campaign aims to
raise awareness about and bring attention to the ways in which data on AAPI students
reported in the aggregate conceals significant disparities in educational experiences
and outcomes between AAPI sub-groups. Second, we aim to provide models for how
postsecondary institutions, systems, and states have recognized and responded to this
problem by collecting and reporting disaggregated data. Finally, we want to work col-
laboratively with the education field to encourage broader reform in institutional prac-
tices related to the collection and reporting of disaggregated data of AAPI students.
This report responds to our first two goals by This report was released in conjunction with
providing both the need and rationale for disag- the iCount symposium on June 6-7, 2013, which
gregated data. More specifically, we discuss the brought together leaders from K-12 and higher
extent to which AAPI students are a dynamic, education, experts in demography, institutional
heterogeneous, and evolving population and research, and philanthropy for an open dialogue
the implications for how measurement stan- about ways to develop data systems that are
dards and techniques are factors in how their ed- responsive to the needs of AAPI students and
ucational needs, challenges, and distribution are families. Combined with the iCount convening
represented and understood. Next, we provide and subsequent activities, this report offers a
examples about the ways in which institutions, forward-looking perspective on the necessity
systems, and states have collected and reported and benefits of collecting and reporting on dis-
disaggregated data, and highlight how access to aggregated data. It further suggests a pathway
and use of these data increase and more influ- for implementing methods for collecting data
ence higher education’s ability to be more re- that reflect the heterogeneity of the AAPI popu-
sponsive to the needs of AAPI sub-groups. lation. These institutional data practices are nec-
essary for a more responsive system that more
effectively addresses the specified needs of AAPI
student sub-groups.
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TOWARD A DATA To say that we live in a data-driven so-
QUALITY MOVEMENT ciety is an understatement. At no other
time has the use of data been such a fac-
tor in how decisions are made in organizational settings, including education, health
care, and business. There has been a surge of activity to establish a culture of inquiry
and decision-making processes driven by evidence, rather than intuition, anecdotes,
and hunches.1 The wide spread use of data is furthered by technologies that are making
data more accessible than ever.
The inquiry movement in higher education is Identifying such dispari-
driven by the belief that the use of data is criti- ties in attainment and The Data Quality
cal for gauging more accurately who our students achievement enables
Campaign has said
are, how they are performing, and how institu- higher education practi-
pointedly, “If we’re not
tions can adapt to be more effective and effi- tioners and policymakers
using data to determine
cient with their resources. Moreover, in a higher to target resources where
where our children are
education system that has become increasingly they are needed. Accord-
going, what are we using?
concerned with accountability, the interpreta- ingly, the use of disaggre-
Data is power. We can’t
tion of data has become a key tool for informing gated data is an essential
afford not to use it.”
the work of practitioners and policymakers alike. tool for advocacy and
For example, in a survey that examined the use of social justice, shedding
data in higher-education decision-making, 88.1 light on ways to mitigate
percent of administrators reported utilizing data disparities in educational outcomes and improve
and research when making decisions. Among support for the most marginalized and vulner-
the kinds of decisions administrators made, 60.1 able populations.
percent reported using data for curriculum and
program planning, 56 percent for long-term stra- With the increased influence of data in higher
tegic panning, and 55.5 percent reported using education decision making, there is also in-
data for making decisions around budgeting and creased attention on the importance of having
resource allocation. 2 quality data. Increasing the amount of data does
not automatically improve the quality of assess-
Data for Whom? Data for What? ment; the kinds of data collected needs to be
tailored to respond to specific needs. The Data
Data play a critical role in exposing gaps in edu- Quality Campaign, a national advocacy organi-
cational participation and representation.3 Data zation that promotes the development and ef-
disaggregated for individual sub-groups – by fective use of data in education, says, “We need
race, ethnicity, gender, and other demographic a new paradigm in education where data is in
distinctions – raises awareness about issues and context, reliable, timely, portable and flows in all
challenges that disproportionately impact partic- directions.”5 At the core of understanding higher
ular sub-groups within a population of students.4 education performance and effectiveness is the
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A Data Quality Movement for Asian Americans and Pacific Islanders in Higher Education 1
need to work toward a more accurate rendering and socio-economic backgrounds that affect
of our changing student demography. We need the treatment of AAPIs in education policies
data that can inform efforts that effectively sup- and programs.8
port an increasingly complex and heterogeneous
student  population.
n An Invisible Crisis: The Educational Needs of
Why Representation in Data Matters Asian Pacific American Youth pointed to how
for AAPIs AAPI students are often placed in the wrong bi-
lingual classroom and that their schools are fail-
ing the most vulnerable sub-groups.9
In 2002, Shirley Hune said the Asian American
and Pacific Islander (AAPI) population is in need
of more nuanced demo- n Diversity among Asian American High School
Students concluded that there are a lack of stud-
graphic data to accu-
“Simply put, the
ies that represent low achievement among Asian
rately capture their edu-
aggregation of AAPI sub-
American students, which has prevented coun-
cational experiences and
groups into a single data
selors, teachers and policymakers from under-
outcomes.6 Secretary of
category is a significant
standing the difficulties and problems of these
Education, Arne Duncan,
civil rights issue for the
students, and has, ultimately, “led to official ne-
reinforced Hune’s point
AAPI community that has
glect of programs and services for Asian Ameri-
during his remarks at an
yet to be resolved.” can students.”10
event at the Center for
American Progress on
New Research and Policy n A Dream Denied: Educational Experiences of
Southeast Asian American Youth documented
on Asian Americans, Pacific Islanders and Native
how statistics routinely lump Southeast Asian
Hawaiians.7 Disaggregated data are needed to
students in with all Asian Americans and Pacific
reflect the heterogeneity in the AAPI population
Islanders, masking the high levels of poverty and
when it comes to ethnicity, immigration histories,
academic barriers in these communities.11
language backgrounds, as well as other distinc-
tions that exist between sub-groups.
n Asian Americans in Washington State: Closing
Their Hidden Achievement Gaps used disaggre-
The lack of nuanced data for AAPIs is not a new
gated data to reveal that the newest AAPI immi-
problem. In fact, there have been calls to disag-
grants had some of the lowest state test scores
gregate data to reflect the diverse needs of the
indicating aggregated data, “is a disservice to
population for decades. Below are just a few of
meeting the academic needs of individual stu-
the most prominent calls for change.
dents and of particular ethnic group members.”12

n Asian Pacific American Demographic and
The common theme in this body of work is that
Education Trends found that homogeneity of
continuing the use of data that treats AAPIs as
statistics on AAPIs conceals the complexities
an aggregate group is problematic. Doing so
and differences in English-language proficiency
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