CES - SCÉ 2019

Collecting identity-based data in research and evidence-based practice has been shown to be effective in identifying discrimination and informing action to overcome systemic barriers to well-being. Ontario's Education Equity Action Plan and the Ontario Human Rights Commission's 'Count Me In!' guidelines reinforce efforts by school boards to mobilize on identity-based data collection for students and staff in their systems. School boards have encountered and negotiated solutions to challenges such as social/political resistance, data privacy, and determining how to act upon what they've learned. This presentation shares experiences from school boards at various stages of identity-based data collection. We will discuss the process of integrating the voices of multiple stakeholders, identifying knowledge gaps, and ensuring that our findings are a bridge for our actions and initiatives to support our diverse community of students, staff, and families in our education system.