On June 23, 2021, Highline College was featured in an article by The Seattle Times. The story highlighted the work of Puget Sound College & Career Network, the Community Center for Education Results and Highline College –– a multi-year partnership –– that produced a new report, “Inequity by Design: How College Placement Policies Perpetuate Institutional Racism.”
Read more about the Inequity by Design report and its findings in The Seattle Times piece, “To fix inequities, community colleges should quit requiring remedial classes, South King County report says”
Learn more and watch a recent webinar on the Inequity by Design Report’s findings:
Highline College Participates in Inequity by Design Report
Road Map Project partners release comprehensive report highlighting racial inequities in college placement and assessment
In a collaborative effort, the Puget Sound College & Career Network, a postsecondary team at the Puget Sound Educational Service District, the Community Center for Education Results, a nonprofit created to serve as the Road Map Project’s backbone organization, and Highline College have released a new report, Inequity by Design: How College Placement Policies Perpetuate Institutional Racism.
The report is the culmination of a multi-year, three-study series exploration into the enrollment and placement policies of community and technical colleges in the Road Map Project region and the subsequent impacts on high school graduates seeking to enter those institutions. The Road Map Project is a collective impact initiative that began in 2010 to boost student success from early learning to college and career in seven King County, Washington school districts.
The report explores the underlying causes that systematically sort students of color in precollege courses, shares why our current system is not set up to address these challenges, and explores the reasons why a new paradigm is necessary to address systemic racial inequities in the educational system.
“We will not improve student outcomes until we value and respond to student experiences. By centering students and highlighting their stories, this report helps shed light on critical system issues that might otherwise go unseen and unaddressed,” said Shannon Waits and Emily Coates of Highline College. “Students are asking us to change our approach to assessment and placement. We must hear this call and act.”
The group recently released the findings from the research, and facilitated an important discussion regarding the current role of placement and assessment practices within Washington State, and recommended actions for correcting the injustices in our education system.