Quantitative Reasoning Workshop Based on a Mighty Long Way

Quantitative reasoning workshop based on A Mighty Long Way

Description: Quantitative Reasoning: What do the data tell us about equity and justice then and now? One of the six expectations of an Evergreen graduate is to be able to apply quantitative modes of inquiry appropriately across disciplines. In this workshop we will use the text A Mighty Long Way by Carlotta Walls LaNier as a springboard to look quantitatively at segregation in 1957 and in 2012 both in Little Rock, Arkansas and right here in Thurston County, Washington. We will also talk about Evergreen support structures that can help you be successful in the quantitative work you will encounter in your programs and in your life.

Supplies: data tables extra graph paper and scratch paper small calculators rulers for drawing Quantitative Reasoning: A QuaSR Center Workshop September 16th, 2012 The Evergreen State College

Worksheet 1 The following data show the populations of people under 18 by race in Little Rock County, Arkansas, and select counties in Washington state. Note that the data are from 1950 to 2010 in increments of 20 years, and that while data by school district is available in 1990 and 2010, only data by county is available earlier. Look at the data and discuss them with your group. You can refer to the maps on the board to see where these counties and school districts are located.

 Choose two districts from Arkansas and two districts from Washington, and compare how the demographics of these districts have changed over time. What conclusions can you draw, if any? How would you defend your position?

 Choose another district that you have not yet looked at, and compare that district to the districts you chose in the previous question.

 What additional context do you need to draw meaningful conclusions about whether there is racial equity in these school districts? (Discuss with your group how you have chosen to define “racial equity”. What does it look like quantitatively?) An example of putting a piece of data in context could be: “ “ Quantitative Reasoning: A QuaSR Center Workshop September 16th, 2012 The Evergreen State College

Worksheet 2 In 1982, the Little Rock and North Little Rock school districts sued the Pulaski County Special school district on the grounds that the racial disparities between Little Rock School District and PSSSSD constituted inter-district segregation, which had been ruled unconstitutional under the 14th amendment as part of Brown v. Board of Ed. Discuss the following in your group:

 How might the lawyers for the Little Rock School District have used this data to show that segregation exists between districts? What other data would they want to get?  How might the lawyers for the Pulaski County Special School District have used this data to show that there is not segregation? What other data would they want to get?