For public schools in the No Child Left Behind era, it has become routine to analyze test scores and other academic indicators by race and ethnicity. But the Fairfax County School Board, to promote character education, has discovered the pitfalls of applying the same analytical techniques to measures of student behavior, especially when the findings imply disparities in behavior among racial, ethnic and other groups.<\/p>\n
The county School Board, which oversees one of the country’s largest and most diverse suburban school systems, is scheduled to vote tonight on whether to accept a staff report that concludes, in part, that black and Hispanic students and special education students received lower marks than white and Asian American students for demonstration of “sound moral character and ethical judgment.”<\/p>\n
Such findings have prompted a debate on the potential bias in how teachers evaluate student behavior and how the school system analyzes and presents information about race. Board member Martina A. “Tina” Hone (At Large), who is African American, called the school system’s decision to break down data by race “potentially damaging and hurtful.”<\/p>\n