Where We Stand: The Equity Audit

Introduction

Over the past year, the Zachary Community School District partnered with APEL (Associated Professional Educators of Louisiana) to conduct a Comprehensive Needs Assessment, with the Equity Audit at its core. This audit focused on ensuring that every student, regardless of background, has fair access to educational opportunities. We examined five key areas—discipline, academics, hiring, curriculum, and student resources & opportunities—to identify gaps, celebrate progress, and determine next steps.

While Zachary schools have many strengths, there are clear areas for improvement that need attention to make our schools more inclusive, equitable, and effective. Below is a reader-friendly summary of what the audit uncovered, along with actionable recommendations to build on progress and address challenges. (The audit took place in Fall 2023; the final report was made available Fall 2024.)

1. Discipline: Evaluating Equity in Student Experiences

Discipline plays a major role in shaping school culture, and the audit revealed that not all students experience it in the same way. Black and Brown students continue to receive harsher punishments, including higher suspension rates, than their peers—which means they’re missing critical classroom time. While some campuses have introduced Positive Behavioral Interventions and Supports (PBIS), implementation isn’t consistent, and many students still feel discipline policies are unfair.

Another concern is bullying, with reports from both parents and students suggesting that bullying incidents aren’t always handled effectively. Some students don’t feel safe in their learning environments, raising questions about whether disciplinary policies fully protect all students.

Recommendations

• Expand training on restorative justice practices, helping staff find alternatives to suspension.

• Ensure discipline policies are applied equally and fairly, with regular data reviews to track disparities.

• Strengthen anti-bullying initiatives, making sure students feel safe reporting concerns.

• Improve communication with families regarding behavior expectations and discipline processes.

  
  

2. Academics: Closing Gaps and Promoting Growth

While Zachary schools consistently perform well compared to state averages, the audit found ongoing achievement gaps between student groups, particularly in math and ELA scores. Black students and students from low-income backgrounds continue to score lower on standardized tests, raising concerns about whether all students are receiving the right support.

Another major finding is that instruction lacks differentiation—meaning many classrooms teach all students the same way, even though students have different learning needs. This makes it harder for struggling students to catch up and limits opportunities for advanced students to push forward. Many teachers also felt pressured by strict curriculum pacing guides, making it difficult to spend extra time on concepts students haven’t mastered.

Recommendations

• Expand differentiated instruction to meet students at their learning levels, ensuring both struggling and advanced learners are supported.

• Increase formative assessments (small progress checks) to help teachers tailor instruction in real time.

• Encourage small-group instruction and project-based learning to reduce the reliance on lectures.

• Allow flexibility in pacing guides so teachers aren’t forced to rush through lessons.

  
  

3. Hiring: Building a More Representative Workforce

One major success in Zachary schools over the past year is increased diversity in leadership positions. Today, 37.5% of principals and 54% of assistant principals and school leaders come from diverse backgrounds, reflecting a more representative leadership team.

However, the audit showed that diversity among classroom teachers remains lower than desired, and many educators of color are concentrated in classified roles (paraprofessionals, support staff) rather than lead teaching positions. Some teachers also reported feeling unsupported, particularly when it comes to handling student discipline and balancing workloads.

Recommendations

• Focus on recruiting more diverse classroom educators to reflect the student population.

• Expand leadership training programs to help underrepresented teachers move into leadership roles.

• Improve retention efforts, offering clearer promotion paths and reducing unnecessary workload burdens.

• Provide professional development on multicultural competence, helping teachers connect with diverse student backgrounds.

  
  

4. Curriculum: Strengthening Representation and Inclusion

The audit found growing efforts to include diverse perspectives in the curriculum, such as expanded celebrations for Black History Month and Hispanic Heritage Month. However, this inclusion is often limited to special months instead of being woven into lessons year-round.

Additionally, some science and social studies lessons lack engaging materials, leaving teachers struggling to piece together content on their own. Many students also struggle to explain what they’re learning, which suggests that lessons need to be more interactive and inquiry-based to deepen understanding.

Recommendations

• Ensure multicultural perspectives are included in all subjects year-round, not just for special occasions.

• Strengthen science and social studies curriculum, ensuring teachers have quality instructional materials.

• Use metacognitive strategies, teaching students to reflect on and explain their learning.

• Provide teachers with more structured, research-based resources, reducing the reliance on self-created materials.

  
  

5. Student Access to Resources and Opportunities

Equity isn’t just about core academics—it’s also about who has access to advanced programs, career-tech pathways, and enrichment opportunities. The audit showed that Black students and students from low-income backgrounds are underrepresented in Gifted & Talented, PACE, and AP/IB programs.

One major issue is the lack of universal screenings for gifted programs, meaning some students with potential are never identified for advanced coursework. Additionally, mental health and social-emotional learning (SEL) resources aren’t widely used, often because families and students don’t know how to access them.

Recommendations

• Introduce universal screenings for Gifted & Talented programs to ensure fair identification of students.

• Expand outreach to families regarding advanced course opportunities.

• Enhance career-tech offerings, ensuring students of all academic levels have access to valuable skill-building programs.

• Increase awareness of SEL and mental health resources, making them more accessible to students and families.

  
  

Looking Ahead

The Equity Audit confirms that Zachary schools have made meaningful progress, but also highlights clear areas needing improvement. Discipline disparities, academic gaps, teacher diversity, curriculum inclusion, and access to enrichment programs all remain priorities for district-wide growth.

By following the recommendations above, we can ensure every student has an equal chance to succeed in a challenging, inclusive, and supportive learning environment.