East Baton Rouge Parish School System — Policy Analysis 2026
Grand Total
74 / 106
69.8%
Base Score
64 / 96
Extra Credit
10 / 10
Score by Section
| Section | Score | Max | Notes |
|---|---|---|---|
| Culturally Responsive Training | 3 | 8 | Notes |
| Clear & Consistent Policies | 8 | 8 | Notes |
| Restorative Justice Practices | 6 | 8 | Notes |
| Bias Awareness & Mitigation | 3 | 8 | Notes |
| Culturally Relevant Curriculum | 3 | 8 | Notes |
| Community Engagement & Collaboration | 8 | 8 | Notes |
| Professional Development on Equity & Inclusion | 3 | 8 | Notes |
| Mental Health & Trauma-Informed Practices | 6 | 8 | Notes |
| Data Collection & Analysis | 8 | 8 | Notes |
| Student Voice & Leadership | 3 | 8 | Notes |
| Equitable Access to Support Services | 7 | 8 | Notes |
| Continuous Evaluation & Improvement | 6 | 8 | Notes |
| Extra Credit | 10 | 10 | Notes |
Suggestions to Improve the Score
Every item below its maximum, worst gap first, with the reviewer's own notes as the rationale.
Show suggestions (25)
- 1.2 [Culturally Responsive Training]: Mentorship programs for culturally diverse staff — Currently: Not Implemented (0/2 pts). No public documentation was found describing a mentorship program specifically targeted at culturally diverse staff; EBR's 'Mentoring Matters' induction program is for all new teachers generally, not diversity-specific.
- 4.3 [Bias Awareness & Mitigation]: Cultural competence checks in hiring — Currently: Not Implemented (0/2 pts). No public documentation was found describing a specific cultural-competence screening or check incorporated into EBR's hiring process; HR audit materials discuss general recruitment/retention goals but not bias-screening in hiring.
- 4.4 [Bias Awareness & Mitigation]: Diverse perspectives & materials in curriculum — Currently: Not Implemented (0/2 pts). No public documentation was found confirming district-wide curriculum adoption criteria requiring diverse perspectives/materials in instructional materials.
- 5.1 [Culturally Relevant Curriculum]: Curriculum materials reflect student backgrounds — Currently: Not Implemented (0/2 pts). No specific evidence was found of a district policy or document detailing curriculum materials selected to reflect student racial/cultural backgrounds.
- 5.4 [Culturally Relevant Curriculum]: Culturally specific courses/electives — Currently: Not Implemented (0/2 pts). No evidence was found of EBR offering a dedicated African American Studies, ethnic studies, or similarly culturally-specific elective course district-wide.
- 7.4 [Professional Development on Equity & Inclusion]: Participation in equity-focused conferences — Currently: Not Implemented (0/2 pts). No public documentation was found regarding district support for or participation in equity-focused external conferences.
- 10.1 [Student Voice & Leadership]: Student advisory councils/leadership groups — Currently: Not Implemented (0/2 pts). No public documentation was found confirming a district-wide Superintendent's Student Advisory Council or comparable formal student leadership body in EBRPSS.
- 1.1 [Culturally Responsive Training]: Mandatory cultural competency training for all staff — Currently: In-work (1/2 pts). The district's organizational chart lists a <cite index="20-7">Deputy Chief Policy & Implementation Diversity, Equity & Inclusion</cite> function, indicating a DEI office exists, but no public document confirms a mandatory, district-wide cultural competency training requirement for all staff.
- 1.3 [Culturally Responsive Training]: Culturally relevant PD resources in staff learning — Currently: In-work (1/2 pts). <cite index="85-5,85-6">The Curriculum and Instruction Department... places a heavy focus on Professional Development</cite>, and partner City Year states its corps members deliver instruction <cite index="87-3">responsive to the diverse racial, cultural and linguistic needs of Baton Rouge youth</cite>, but no specific culturally-relevant PD curriculum is documented as mandatory district…
- 1.4 [Culturally Responsive Training]: Regular feedback/measurement on training effectiveness — Currently: In-work (1/2 pts). The New Teacher Induction program requires participants to <cite index="93-4">Complete monthly Mentoring Matters Feedback to Induction Leader... Participate in program evaluation</cite>, showing some feedback/evaluation culture, though not tied specifically to cultural-competency training effectiveness.
- 3.3 [Restorative Justice Practices]: Curriculum integrates conflict-resolution skills — Currently: In-work (1/2 pts). At least one school improvement plan requires <cite index="12-3">All teachers will deliver the SEL curriculum daily for 15 minutes which is embedded within the Master Schedule</cite>, suggesting SEL/conflict-resolution content exists in some schools, but district-wide mandatory implementation across all schools was not confirmed.
- 3.4 [Restorative Justice Practices]: Peer mediation program — Currently: In-work (1/2 pts). Peer mediation is listed as an available disciplinary intervention option: <cite index="13-4,13-5">the principal...has implemented at least one of the following disciplinary measures:... Peer mediation</cite>, but it is one optional measure among many rather than a confirmed standalone program applied consistently.
- 4.1 [Bias Awareness & Mitigation]: Implicit bias training for staff — Currently: In-work (1/2 pts). The district has a <cite index="20-7">Diversity, Equity & Inclusion</cite> office under a Deputy Chief, which plausibly addresses bias awareness, but no specific implicit-bias training curriculum or mandate was found in public documents.
- 5.2 [Culturally Relevant Curriculum]: Teacher PD on integrating diverse perspectives — Currently: In-work (1/2 pts). Partner organizations describe instructional support <cite index="87-3">responsive to the diverse racial, cultural and linguistic needs of Baton Rouge youth</cite>, but a dedicated district PD track on integrating diverse perspectives was not confirmed.
- 7.1 [Professional Development on Equity & Inclusion]: Ongoing anti-bias/equity training — Currently: In-work (1/2 pts). A Diversity, Equity & Inclusion office exists at the district level, but no public evidence confirms ongoing, mandatory anti-bias/equity training cadence for all staff.
- 7.2 [Professional Development on Equity & Inclusion]: Workshops on culturally responsive teaching — Currently: In-work (1/2 pts). External partner City Year supports instruction described as culturally responsive, but a district-run, documented workshop series on culturally responsive teaching was not found.
- 7.3 [Professional Development on Equity & Inclusion]: Equity topics in staff meetings/PD — Currently: In-work (1/2 pts). At least one school's improvement plan embeds equity considerations into PD/goal-setting discussions (ensuring discipline practices are applied equitably), but district-wide, systematic inclusion of equity topics in staff meetings was not confirmed.
- 8.2 [Mental Health & Trauma-Informed Practices]: Safe, supportive spaces (mindfulness/sensory) — Currently: In-work (1/2 pts). The district employs dedicated SEL Specialists districtwide and partner Humanities Amped operates a <cite index="136-5">Student Life Center</cite> addressing emergent needs through restorative supports, but a confirmed district-wide system of mindfulness/sensory spaces was not found.
- 8.3 [Mental Health & Trauma-Informed Practices]: Trauma-informed staff training — Currently: In-work (1/2 pts). EBR Readiness High describes itself as <cite index="14-5">Grounded in equity, restorative practices, and trauma-informed care</cite>, and the district held a <cite index="55-3,55-6">Student Assistance Team Training...for elementary, middle, and high school staff members who are responsible for responding to student behavioral health crises</cite>, but a confirmed mandatory trauma-informed trainin…
- 10.2 [Student Voice & Leadership]: Student feedback informs policy/procedures — Currently: In-work (1/2 pts). At least one school's improvement plan commits to <cite index="12-4,12-5,12-6">create a focus group of students to ensure we are getting their perspective on discipline policies/practices to ensure we are representing their voices</cite>, but district-wide application of student feedback to policy was not confirmed.
- 10.3 [Student Voice & Leadership]: Students facilitate restorative processes — Currently: In-work (1/2 pts). Humanities Amped's restorative model emphasizes <cite index="136-4">Student Voice & Engagement</cite> and uses student-centered restorative circles at partner EBR schools, but this is a nonprofit-run program at select schools rather than a confirmed district-wide student-facilitation model.
- 10.4 [Student Voice & Leadership]: Student-led peer education — Currently: In-work (1/2 pts). Humanities Amped includes near-peer and youth leadership elements (e.g., former students becoming program staff/interns), but a formal district-wide student-led peer education program was not confirmed.
- 11.4 [Equitable Access to Support Services]: Systems to remove access barriers — Currently: In-work (1/2 pts). Free, on-site Health Centers in Schools and options like EBR Virtual Academy suggest efforts to reduce access barriers, but no single documented district-wide 'barrier removal system' was found.
- 12.1 [Continuous Evaluation & Improvement]: Standing committee/task force for discipline equity — Currently: In-work (1/2 pts). The district has a standing Community Oversight Committee (historically linked to discipline-program funding oversight) and a DEI office, but no dedicated standing 'discipline equity' task force was confirmed.
- 12.4 [Continuous Evaluation & Improvement]: PD & reflective practice culture — Currently: In-work (1/2 pts). New teacher induction requires reflection and program evaluation, and the Curriculum & Instruction department emphasizes ongoing PD, but a documented districtwide 'reflective practice culture' for all veteran staff was not confirmed.