What does it mean to report student outcomes by gender, race, or income level? Our college has been grappling with this question as we pursue a variety of assessment projects that involve analysis of student data.

We have found that some educators object to reporting outcomes by demographics at all. They worry that we will use race or gender to "explain" low success rates. They also question the purpose of presenting data that show predictable gaps between privileged and less privileged students. What do these reports ultimately achieve?

As researchers, we appreciate these concerns, and we are mindful of them when we analyze student data. However, we also believe that measuring and addressing gaps in student outcomes is essential work that drives our institution to improve.

The Pathways to Results process gives us a model for analyzing demographic data responsibly, and it provides language that helps us to keep the focus on institutional responsibility. In particular, our team has benefited from the distinction between "deficit-minded" thinking and "equity-minded" thinking, a concept originating from the Center for Urban Education that is integral to the PTR process.  Rather than concluding, "These students do not perform as well," we have adopted the mindset that "We are not serving these students as well."