A Synthesis of Observations and Recommendations of the Andover Anti-Racism Task Force

A Synthesis of Observations and Recommendations of the Andover Anti-Racism Task Force Submitted to the Phillips Academy Board of Trustees March 2022

ANDOVER ANTI-RACISM TASK FORCE REPORT | March 2022

TABLE OF CONTENTS

I. Introduction and Process

2

Goal of the Andover Anti-Racism Task Force

2

What Has Brought Us Here

2

II. History of Diversity, Equity, and Inclusion at Phillips Academy III. Summary of Observations—AATF Subcommittees

6 13

Representation Summary

13

Experience Summary

18

Systems Summary

20

Cultural Competency Summary

22

IV. Compilation of Recommendations

24

V. DEI Progress Since September 2020

31

Completed

31

In Progress

34

VI. Next Steps

38

Appendix 1—Representation Graphs

40

Appendix 2—Terminology

42

I. INTRODUCTION AND PROCESS GOAL OF THE ANDOVER ANTI-RACISM TASK FORCE In September of 2020, the Board of Trustees of Phillips Academy formed the Andover Anti-Racism Task Force (AATF) to help inform the Board and the Head of School about potential avenues that would move the school closer toward its goal of being a diverse and inclusive institution committed to educating “youth from every quarter.” The focus of the task force was to address persistent manifestations of our society’s institutional, community, and individual racism.

Aligned with the 2014 Strategic Plan priority of Equity and Inclusion, the specific goals of the AATF were to help the administration and the Board identify manifestations of racism at PA and formulate strategies to speed the growth of a more diverse, equitable, and inclusive community.

WHAT HAS BROUGHT US HERE SEPTEMBER 10, 2020 Launching Andover’s Anti-Racism Task Force NOVEMBER 12, 2020 AATF Subcommittees Announced

National Landscape The brutal murders of Ahmaud Arbery, Breonna Taylor, and George Floyd in 2020 prompted a period of racial protests and demands for equity-based change, surpassing any U.S. protest movement in the past 40 years. In response, across industries and fields, organizations of all types began to explore how to contribute to the national movement to address racial bias and discrimination.

While initial protests seemed to galvanize support for substantially increasing efforts across demographic groups, as the movement shifted from protests to proposed changes in policies and practices, support dropped and significant divisions across different segments of the U.S., about strategies and assignment of responsibility, were revealed. The Presidential election campaign, with its striking contrasts between Trump and Biden and their respective supporters in how they viewed race in America, seemed to only worsen the divides. The 2021 Atlanta spa killings, in which six of eight people killed were Asian women marked another important turning point in the moment of reckoning. Increasing anti-Asian sentiment and violence, some related to the pandemic, expanded the focus of the ongoing racial unrest beyond anti-Black violence and discrimination.

Educational Institutions Over the course of 2020 and 2021, the larger societal racial unrest became more divisive as political forces exploited the growing backlash. Particular to schools was a focus on a distorted perception of the influence of Critical Race Theory on educational practices and curricula from kindergarten through higher education.

One of the early salvos of this conflict was a directive prohibiting certain types of diversity training in the federal government. While much of the expanded conflict played out in K-12 public school settings with contentious school

2

ANDOVER ANTI-RACISM TASK FORCE REPORT | March 2022

I. INTRODUCTION AND PROCESS

board meetings across the country, a smaller but significant front activated in progressive independent schools, exemplified by conflicts in prominent independent schools in New York City. Multiple schools came under intense parental and media scrutiny for diversity programs and initiatives that were characterized as divisive and biased.

Phillips Academy As in many other independent schools, the moment of reckoning was manifested in our institution in several different ways.

In June of 2020, Black PA students began the Instagram account @BLACKATANDOVER modeled after similar accounts created by students or alumni of other prominent schools. Initiated as a safe, anonymous space for Black students to share their experiences of racism and its personal impacts, as well as offer insight for non-students of color into their school mates’ lives, it was soon utilized by PA alumni and other students of color to highlight their experiences as well.

Shortly thereafter, students submitted a letter to the administration offering their view of PA’s current culture and the way forward in the context of an explicitly anti-racist program.

More recently, on December 10, 2021, students placed several posters with quotes from the Black at Andover Instagram at the front of several central campus buildings. The intention was to focus on the role of fellow students in addressing racism on campus. An open forum was held that evening to hear students’ concerns in wide-ranging discussions, and subsequent meetings have followed with student leaders, deans, and administrators working collaboratively toward meaningful change.

Another example followed the September 2020 release of the federal government’s directive curtailing certain types of diversity training. In this case, an online video by a PA faculty member about Critical Race Theory was taken down in response to vicious and racist public commentary.

Additional Challenge: The Pandemic The challenges of the racial unrest and the backlash to it were further complicated by the pandemic and its differential impact on communities of color along with the increasing rhetoric and tension resulting from the alleged role of China as a source of the COVID-19 virus. In June 2020 a group of Andover faculty gathered signatures on a petition that focused on why the school should not open for in-person classes; the petition included sections related to the racial and ethnic disparities in the direct morbidity and mortality associated with the infection as well as the economic impact on low-wage workers who were more likely to be people of color.

While the pandemic was revealing and increasing educational and social inequities, it also greatly affected students’ mental health across school settings. At the same time, more and more families considered independent

3

schools for their children as they increasingly disagreed with many public schools’ decisions to remain online for most of the 2020-2021 academic year.

Almost all independent schools experienced an increase in applications for the 2021-2022 academic year, and the year was probably the most selective in PA’s history with an overall admission rate of 10%.

Task Force Process The task force process was community-wide, complex, and comprehensive— from the formation of the task force, which included trustees, faculty, staff, administrators, and alumni, to the research conducted and the synthesis required to bring this document to the Board of Trustees. Guided by the work of four subcommittees (Representation, Experience, Systems, and Cultural Competency), the task force conducted surveys, focus groups, and individual interviews. The primary charge to each of the subcommittees was to prepare a background paper on its topic for consideration by the Board. There was also a dedicated email account to receive questions, concerns, and ideas from the campus community and PA alumni and families. All told, more than 1,000 members of the community shared personal experiences, reflections, or constructive ideas; a concerted effort was made to provide the opportunity for all to have their voices heard, and all input that was received informed this effort.

Each of the AATF subcommittees prepared a background paper highlighting observations and recommendations in each domain. Those four papers then informed the synthesis evidenced in this report for consideration by the Board of Trustees. Key senior staff and faculty involved in each of the subcommittees helped to summarize their work for this synthesis. While the list of observations and recommendations mirrors those in the background papers, ultimately the Head of School, working with senior administrators, will prioritize and assess the feasibility and appropriateness of each recommendation. The Head of School will determine whether to implement each proposed action and, for those initiated, who will have lead responsibility, the expected completion dates, provision of necessary resources, and appropriate follow-up with the Board of Trustees Equity and Inclusion Committee. The Head of School will rely on input from the Associate Head for Equity, Inclusion, and Wellness and the campus Equity & Inclusion Advisory Committee in making these final decisions.

As the work of the task force progressed, Andover continued to advance strategic DEI initiatives across administrative and academic functions. Section V includes relevant completed and ongoing action items initiated over the last two years.

The summary in Section II outlining DEI work at Andover over the last century is, to our knowledge, the first such review written about the school’s efforts. Some of the initiatives described, such as the work that led to the creation of A Better Chance, have had a profound and lasting impact on how this school and other peer schools meet their mission. Other initiatives have been less successful in achieving their desired impact. Understanding the depth and

4

ANDOVER ANTI-RACISM TASK FORCE REPORT | March 2022

I. INTRODUCTION AND PROCESS

breadth of the school’s DEI initiatives assures that everyone now working on this effort knows how we reached this point and will be better positioned to address what will be necessary for the next stage of work for our community.

Over the past several decades, especially, PA has increasingly devoted attention to expanding efforts along many dimensions of DEI, including socioeconomic status, religion, and LGBTQI identity, and many students face challenges that involve an intersection of those identities with race and ethnicity.

In this report, when the terms diversity, equity, and inclusion or DEI are used, we are referring specifically to the context of race and ethnicity.

We are confident that the actions and recommendations—initiatives that are completed or in progress, those that we ultimately pursue, and those that will crystalize in the future as our knowledge deepens—will help to create a community that aspires to the highest form of equity and inclusion. We aim to be a community in which every student, faculty, and staff member has voice, agency, and the ability to reach their full potential.

In the following sections, we will:

REVIEW the history and legacy of DEI work at Phillips Academy.

(Section II)

SUMMARIZE the observations of AATF subcommittees—Representation, Experience, Systems, Cultural Competency—and outline intersecting themes.

(Section III)

SHARE recommendations coming from each AATF subcommittee.

(Section IV)

REPORT on work done, ongoing progress, and new initiatives since the creation of the AATF.

S

N

(Section V) IX

VIII X

XII I

V VI

XI

IV

II III IIII

OUTLINE next steps for prioritization, oversight, and accountability.

(Section VI)

5

II. HISTORY OF DIVERSITY, EQUITY, AND INCLUSION AT PHILLIPS ACADEMY

From the days when Harriet Beecher Stowe hosted anti-slavery meetings with Frederick Douglass and Sojourner Truth on campus in the 19th century to the dedication of the Richard T. Greener Quad in 2018, Andover has, to widely varying degrees, provided African American students access to its extraordinary education.

With the founding directive in its 1778 constitution to educate “youth from every quarter,” Phillips Academy has embraced a notion of diversity as a core part of its mission. Over time the school’s definition of diversity—how it interprets “every quarter”—has evolved and generally broadened in response to a changing nation and world. Andover has met these demands by regularly responding to societal needs and shifts, and asking the essential question: How do we uphold our ideal to be a “private school with a public purpose”?

From the days when Harriet Beecher Stowe hosted anti-slavery meetings with Frederick Douglass and Sojourner Truth on campus in the 19th century to the dedication of the Richard T. Greener Quad in 2018, named after Phillips Academy’s first African American graduate who also became Harvard’s first African American graduate, Andover has, to widely varying degrees, provided African American students access to its extraordinary education. Probably the first serious discussions about racial diversity at the school occurred during the tenure of Alfred E. Stearns, who was Principal from 1903 to 1933.

From the early 1890s until about 1910, there was a small but steady flow of usually one African American student per class. Early in his tenure, Stearns was relatively supportive of these boys’ presence at Andover, but he later reconsidered that support. In a 1913 letter to the President of Howard University on another topic, he showed no hesitancy in providing an explanation for his opposition to having African American boys at the school: My chief reason for taking this position has been the fact that the majority of these boys have seemingly lost their appreciation of the proper relation of things, and have been turning away from the splendid opportunities offered them to work among their own people, to attempt the impossible among people of another race. [Youth from Every Quarter by Frederick Allis|

Turner was admitted to Harvard with a reference letter from Stearns which included the following: “Turner, as you perhaps know, is a negro, or rather a very small part of him is that, which means, of course, that he must bear that classification through life. He is the only representative of the race we have had here in recent years, but he is a dandy.”

1

6

He reached out to “the best informed man [he] could find,” Hollis B. Frissell, a white alumnus who was the Principal of historically Black Hampton Institute in Virginia. Frissell affirmed Stearns’s belief that the school was “harming more than helping the colored boys.” Stearns then reached out to Booker T. Washington, at the time among the most powerful African Americans in the country and President of Tuskegee Institute in Alabama, who was reportedly even more strongly opposed to admitting African American boys to PA. As a result, from 1910 until the 1930s when Stearns’s tenure ended, only one African American boy graduated from PA, Benner C. Turner ’23, who went on to Harvard College1 and then to Harvard Law School and ultimately served as President of historically Black South Carolina State College in the 1960s.

In total, between its founding and the 1954 Brown vs. Board of Education Supreme Court ruling outlawing segregation in public schools, more than 30

ANDOVER ANTI-RACISM TASK FORCE REPORT | March 2022

II. HISTORY OF DEI AT PHILLIPS ACADEMY

African American boys attended Andover, while a number of peer institutions, including Abbot Academy, did not graduate their first African American students until the 1950s or later. In contrast to the passive acceptance of a small number of African American boys for much of the late 19th and early 20th centuries, Andover more actively reached out to students from Asia, welcoming Japanese student Joseph Hardy Neesima who was the first Asian student to graduate in 1868. From then until the end of the century, several Asian boys attended the school each year. Beginning in 1878, Andover launched the Chinese Educational Mission (1878-1882) and was a leader in opening its doors to Chinese students in the early 1900s with close to 100 Chinese boys entering between 1903 and 1920.

Although Andover’s commitment to racial and ethnic diversity varied over its first 170+ years, the number of African American students began to slowly and steadily increase in the 1950s. In 1963 representatives from more than 20 independent schools convened on Andover Hill to consider ways to recruit “talented Negro boys” to independent schools so that they would be better prepared for a college education.

The Independent School Talent Search eventually launched A Better Chance (ABC). That program continues to be an important resource for identifying and recruiting students of color to independent schools. Andover’s list of ABC alumni is distinguished and includes the first person of color to serve as a charter member of the Board of Trustees.

The achievements of ABC, no doubt, inspired the 1967 Faculty Steering Committee on the Composition of the Student Body to recommend that Andover increase the representation of underserved boys over a five-year period. With successful onboarding through summer transition programs—and an innovative admission and financial aid staff—Andover made its first significant strides to expand its racial diversity. This effort resulted in an increase in the number of Black students from 15 in 1963 to 54 by the end of the decade.

While the increase represented progress, there were no formal support structures to support the boys. With a nation in racial unrest, many Black students were inspired by the Civil Rights Movement. In 1968, they formed Andover’s African American Student Association to support students and create a strong sense of Black culture and community. As Andover enrolled a growing number of Latino students, the organization further expanded its mission and in 1974 changed its name to the Afro-Latino-American Society. Today, Af-Lat-Am thrives as the longest standing cultural club on campus.

The 1970s brought the merger with Abbot Academy, and Phillips Academy became a coeducational institution. While welcoming girls to campus, Andover expanded its outreach to students from across the globe, continuing efforts to diversify geographically. The Kemper Scholars program, founded under the leadership of Headmaster Ted Sizer, welcomed qualified students from Europe to study on campus in 1976. The following year, Phillips Academy created its first outreach program, Math and Science for Minority Students. Now known as (MS)2, the program was founded to strengthen educational opportunities

Benner C. Turner Class of 1923

7

Andover’s exchange program with Harbin Institute of Technology began in 1980, lasted 20 years, and paved the way for other schools to welcome students from China.

8

for underserved public school students. (MS)2 continues to offer outstanding summer enrichment for underrepresented students of color from across the country by advancing their STEM skills and increasing their opportunities to enter the most selective colleges and universities.

As the 1980s approached, Andover expanded its efforts toward diversity by again welcoming students from China. The Dean of Admission traveled to China in June 1980 to build a partnership with the Harbin Institute of Technology.

Andover enrolled its first Chinese exchange students later that fall. The Harbin exchange program lasted 20 years and paved the way for other secondary schools to welcome students from China. Today, Andover’s connections to China are expansive. Additionally, students come from many Asian countries including South Korea, Japan, Thailand, Singapore, Indonesia, and Vietnam.

At this point, little is known about Andover’s early efforts to recruit students from other parts of the world now represented by significant numbers of students from areas such as South and Central America, the Caribbean, and Africa. A short-term goal is to expand understanding of the school’s history of recruitment and admission from other parts of the world.

In 1986, Andover hired its first Director of Minority Recruitment in admission. PA expanded recruitment efforts to include gifted and talented programs in urban centers, like Baltimore, Brooklyn, Atlanta, and Los Angeles.

Programs like Prep for Prep and the Oliver Scholars Program in NYC also helped to significantly expand representation of Black and Latinx students. This increase brought demand for enhanced support structures on campus. In a letter to Headmaster Don McNemar in 1985, students requested that the school hire a Minority Counselor to help them navigate the complexities of an elite New England boarding school. Students wrote, “The faculty is ignorant of many of the cultural, psychological and emotional challenges peculiar to minority students, and are ill-equipped to help and understand us.” This prompted McNemar to appoint the school’s first “Minority Counselor.” The role expanded to become the Dean of Community Affairs and Multicultural Development (CAMD) in 1990.

At the same time, the number of African and Latin American students arriving on campus and the representation of Asian and international students began to sharply increase. Under McNemar’s leadership, CAMD established the first series of anti-racism workshops on campus. Over the course of four years, the Academy required all faculty members to attend an intensive workshop focused on developing their cultural competency skills with the goal of the school becoming an anti-racist community. During this time, many student activists were motivated to raise campus awareness of issues of race. A student protest in the winter of 1989 urged the school to cancel classes on Martin Luther King, Jr. Day in acknowledgement of the recently decreed national holiday.

In January of 1990, Phillips Academy did, in fact, cancel classes for the first time to recognize and honor the legacy of Dr. King. Students and faculty spent the day on campus attending workshops on a broad range of social justice issues or participated in community service programs in nearby Lawrence. Today,

ANDOVER ANTI-RACISM TASK FORCE REPORT | March 2022

II. HISTORY OF DEI AT PHILLIPS ACADEMY

MLK, Jr. Day continues to be devoted to raising awareness and educating the community on current topics related to diversity, equity, inclusion, and justice.

Most notably, staff are now a part of the campus celebration.

Under McNemar’s leadership, the faculty became meaningfully more diverse.

It is believed that the first faculty of color were African American and joined the faculty in the late 1960s or early 1970s.

In 1993, the CAMD office moved to Morse Hall in the center of campus and became a hub for multicultural programming and a support center for students of color, international, and LGBTQ students. Several positions were created to meet the needs of the community during this era: International Student Coordinator, Advisor to Asian and Asian American Students, Advisor to LGBTQ issues, Advisor to Latino Students, Advisor to Black Students, and Assistant Dean of CAMD. Affirming the school mission to educate youth from every quarter: The CAMD office was created to raise awareness and encourage understanding of difference of race, gender, ethnicity, religion, socioeconomic class, geographical origin, and sexual orientation. Today, the office sponsors workshops, lectures, and educational programs, and it supports nearly 30 affinity groups and cultural clubs as well as the CAMD Scholar Program. The annual Martin Luther King, Jr. Day program, now in its 31st year, remains a hallmark of CAMD. In 1999, the school commissioned the Richard T. Greener Study to review and assess the experience of Black and Latino students and alumni. The goal of the study was to determine what helps students perform at their best and to understand how the Andover experience has contributed to success for Black and Latino alumni. The school soon followed with a similar study for Asian students.

Again, students echoed the need for increased representation of faculty of color as well as the need for culturally competent counselors, teachers, and coaches.

There was also a strong desire to increase peer-to-peer mentorship and involve the trustees in the development of enhanced supports for students of color.

Also in 1999, the Addison Gallery of American Art showcased To Conserve a Legacy: American Art from Historically Black Colleges and Universities, a collaboration with the Studio Museum in Harlem and the Williamstown Regional Conservation Lab. The project showcased art from the collections of six historically Black colleges and universities and included conservation of art from their collections as well as internships for HBCU students. Since its founding in 1931 as a campus and community resource, the Addison has had a record of increasing attention to acquiring and exhibiting art from across our country’s racial and ethnic communities. A notable example was Pekupatikut Innuat Akunikana/Pictures Woke the People Up: An Innu Project with Wendy Ewald and Eric Gottesman (2012), an indoor exhibition, campus wide outdoor banner installation, and artists’ residency, including Ewald, Gottesman, and 11 members from teenagers to elders of the Innu community. The project explored the representation of the Innu people of Labrador and the cultural, economic, social, and environmental challenges they have faced in the wake of forced settlement in the 1960s.

Under the leadership of Head of School Barbara Landis Chase, Andover’s

With a focus on ensuring access to an Andover education, regardless of economic status, Andover adopted a need-blind admission policy in 2008.

9

2014 Strategic Plan: “Embed race, class, gender, and sexual orientation into the curriculum….nurture the academic and personal growth of all students as they navigate a complex, intentionally diverse learning community.”

10

commitment to diversity, equity, and inclusion guided the 2004 Strategic Plan: “At the heart of this strategic plan is a reaffirmation of the school’s historic and distinctive mission…to educate ‘youth from every quarter.’ Our goal reflects the components necessary to accomplish this task in the 21st century.” With a focus on ensuring access to an Andover education, along with academic and personal success of all students, regardless of economic status, Andover adopted a needblind admission policy in 2008. At the same time, the school created academic enrichment programs including the ACE (Accelerate, Challenge, and Empower) summer program, to address individual preparation gaps primarily in math, and expanded the Academic Skills Center. Additionally, the development of the Global Perspectives Group led to what became the Learning in the World (LITW) program in 2014. LITW gives every student the opportunity to study off campus and experience a different culture.

To respond to the demographic shifts of the Andover student population—by 2011, 44 percent of students were receiving financial aid—Chase commissioned the Access to Success Working Group (A2S). The charge of the committee was to ensure that all students have every opportunity to find success at Andover. The timely work of this committee helped to bridge the leadership transition from the 14th to the 15th head of school.

In 2013, Head of School John Palfrey received the A2S report. The principal recommendation was to replace the cluster “Academic Review” process with a holistic “Student Review”. The creation of an electronic communications system allowed a student’s “team” of faculty to receive timely updates and expedite a plan for their academic and personal success. In addition, a summer “Transition Program” was created for full scholarship students who might benefit from additional time to prepare for the rigorous PA academic program. And, most notably, the committee recommended that the Academy enhance efforts to develop the cultural competency of both students and adults to promote an environment that is more inclusive, inviting, and equitable. While Andover had committed many resources to diversity and access, the A2S Working Group revealed gaps in the community’s knowledge of essential skills needed to create a viable learning environment for an increasingly diverse student body.

After 30 months of community dialogue, increased professional development—centered on understanding issues related to race and socioeconomics—as well as increased data collection guided by the Assistant Head for Enrollment, Research, and Planning, the priorities of the 2014 Strategic Plan were carved. Connecting Our Strengths: The Andover Endeavor “set forth a vision to redefine excellence for our contemporary school by reinterpreting Phillips Academy’s foundational values in a fresh and inspiring way.” Equity and Inclusion; Empathy and Balance; and Creativity and Innovation became the pillars of the strategic plan.

Centering equity and inclusion warranted the creation of a new position, and Linda Carter Griffith moved from Dean of CAMD to become one of the nation’s first Assistant Heads for Equity and Inclusion, establishing Andover as a model

ANDOVER ANTI-RACISM TASK FORCE REPORT | March 2022

II. HISTORY OF DEI AT PHILLIPS ACADEMY

for other independent schools to soon follow. In 2017, following an external review of the Rebecca M. Sykes Wellness Center, Griffith’s portfolio expanded to include medical and counseling services. This move signaled an institutional belief that in order for students to thrive at Andover, each student would need to be healthy and have a strong sense of belonging in the community.

The institution acted swiftly to implement the priorities of the 2014 Strategic Plan, which included an increase in the hiring and retention of faculty of color.

There were notable increases in both Asian and Latinx identifying colleagues, which mirrored increases in those student populations.

The Interdisciplinary Studies Department was launched in 2017 and charged with “embedding race, class, gender, and sexual orientation into the curriculum.” A goal of the strategic plan was to “nurture the academic and personal growth of all students as they navigate a complex, intentionally diverse learning community.”

In the fall of 2016, the Board of Trustees participated in diversity training under the leadership of Board President Peter Currie ’74. Following the session, the Board voted to create the inaugural Equity and Inclusion Committee, and Gary Lee ’74 was named chair. This decision affirmed Andover’s commitment to living its values.

In 2018, the institution reaffirmed its commitment to its mission of educating youth from every quarter by amending its Statement of Purpose to also include PA’s community values.

In September 2018, as noted earlier in this section, the school formally honored its first African American graduate, Richard T. Greener 1865, with the naming of the Greener Quad. Inspired by an anonymous donor, Andover recognized the importance of symbolism and representation in bringing to life key aspects of the school’s history. Greener’s name now marks the space where the school’s most important ceremonies are held, including Commencement and the Head of School Investiture.

In this same year, Andover conducted its first Climate and Culture Assessment, which fulfilled an institutional directive of the 2014 Strategic Plan— to perform “regular assessments of equity and inclusion on campus, considering the interests of all students, staff, faculty, and administrators.” Survey results revealed that while the demographics of the Academy had changed significantly from its founding, the lived experiences of many students, staff, and faculty unfortunately continued to reflect the deeply rooted and persistent racial and ethnic inequality in our nation today.

In another example of student-led progress, Native Americans of Phillips Academy (NAPA) was founded in the winter of 2019. The organization was created to build a stronger community for people often left out of the historical narrative, and to provide a space that celebrates and affirms Indigenous identities. On MLK, Jr. Day 2020, about 25 students held a silent, peaceful protest outside of the chapel demanding that the school acknowledge that it resides on Native American land. In November 2021, the Board of Trustees adopted an official Land Acknowledgement.

Richard T. Greener Class of 1865

11

Furthermore, the Robert S. Peabody Institute of Archaeology has been a leader in repatriation since the passage of the Native American Graves Protection & Repatriation Act (NAGPRA) in 1990. The Act—considered both property law and civil rights law—requires museums to identify ancestral remains and sensitive cultural objects and return them to the appropriate tribal nations. In the 1990s, the Peabody was involved in the repatriation of nearly 2,000 ancestors excavated from Pecos Pueblo in New Mexico, the largest repatriation to date.

Many other significant repatriations have followed, including work with the Wabanaki tribes in Maine, the Wampanoag in Massachusetts, and tribal nations in the Southwest.

Inspired by the racial reckoning of the summer of 2020, the school launched the AATF—amidst a global pandemic—because Andover is a community that aspires to always do and be better.

12

ANDOVER ANTI-RACISM TASK FORCE REPORT | March 2022

III. SUMMARY OF OBSERVATIONS—AATF SUBCOMMITTEES

III. SUMMARY OF OBSERVATIONS— AATF SUBCOMMITTEES Representation, Experience, Systems, Cultural Competency REPRESENTATION SUMMARY Introduction Diverse Representation Among Students, Faculty, Staff, Administrators, Trustees, and Alumni The charge to the Representation subcommittee was broad and spanned from assessing data on admission, retention, engagement, and achievements of students of color to the recruitment, hiring, retention, and promotion of faculty and staff of color to the appointment, engagement, and retention of alumni leaders and trustees of color. That ambitious set of tasks in many aspects overlapped with all three of the other subcommittees. For example, how we address the experiences of faculty and staff of color at Andover and how we assure the cultural competence of supervisors will surely help in retention and promotion of those employees and ultimately improve their representation among those groups of employees. A thorough review of all the dimensions of diversity, equity, and inclusion covered by the subcommittee’s charge was, in retrospect, beyond the scope of the task force. This summary will focus on key dimensions of representation within the student body and a broad assessment of representation among faculty, staff, trustees, and alumni. The school is in the process of commissioning a formal analysis by an outside consultant to extend this overview with a deeper and more comprehensive analysis of patterns and trends in the composition of the student body.

Across all populations of interest at PA significant challenges to understanding trends and patterns of representation have included the following: 1) Limited availability of data of sufficient detail and quality over time to assess trends 2) Small numbers of people in many subgroups making it difficult to discern significant differences between subgroups and trends 3) Changing methods of collecting race and ethnicity data over time also limiting comparability 4) Changing ways over time that students, faculty, staff, alumni, and trustees self-report their racial and ethnic identity In spite of these challenges, the data allow us to identify a number of important conclusions about how well the school is doing in reaching its goal of a diverse and inclusive community. We have focused on data available since 2000. Of

13

particular interest are the trends since the 2004 and 2014 strategic plans, both of which made equity and inclusion a priority. The first component of the 2004 Strategic Plan was to “reaffirm the mission of Phillips Academy to be a school that seeks youth from every quarter by ensuring access to the school for young people of talent, intelligence, and integrity from diverse cultural, geographic, racial, and socioeconomic backgrounds.” The 2014 Strategic Plan explicitly endorsed initiatives to “hire and retain diverse, highly qualified faculty, administrators, and staff committed to upholding our core values.” The plan also committed to “perform regular assessments of equity and inclusion on campus, considering the interests of all students, staff, faculty, and administrators.”

Key Observations Due to differences in the availability and quality of data for different populations over time, the years for which we present data are not the same across groups (i.e., students, faculty, staff, administrators, trustees, and alumni). Also, different data sets used slightly different racial and ethnic categories. For all groups, our focus was on data from the year 2000 to the present.

Students Over the last several decades, PA has conducted a series of strategic discussions about and analyses of the composition of the student body, one of the earliest in 1965 and the last completed in 2008. Among the populations of interest for this report, we have the most extensive and highest quality data on students. Overall, the data suggest that the school has made some progress in meeting the broad diversity representation goals regarding race and ethnicity set forth in the last two strategic plans, but that progress is not uniform, and much work remains to be done.

• By most measures, the student body at PA has become meaningfully more diverse over the two decades between the 2001/2002 and the 2020/2021 academic years. Over that time period, the total percentage of underrepresented students of color increased from 12.4% to 20.1%, and the percentage of Asian students increased from 14.2% to 27.0%.

(See Appendix 1, Figure 1) • Among the populations of underrepresented students, the percentage of Latinx students almost doubled from 3.7% to 6.6%, while African American students remained unchanged with 6.8% in 2001/2002 and in 2020/2021.

• Mirroring changes in our society, over that time period the number of students identifying as multi-racial/multi-ethnic increased substantially, with the percentage of multi-racial/multi-ethnic students increasing from 5.8% to 12.9% from 2001/2002 to 2020/2021.

• The changes in the composition of the student body reflected increases in the diversity of applicants from underrepresented groups along with higher yield

14

ANDOVER ANTI-RACISM TASK FORCE REPORT | March 2022

III. SUMMARY OF OBSERVATIONS—AATF SUBCOMMITTEES

rates among admitted students identifying as Asian, African American, Latinx, and multiracial than that among white applicants.

• One of the most important outcomes for students is our graduation rate, defined as the percentage of entering students who graduate from PA. This statistic, while important, may have a different meaning in our context compared to other settings where it is used because we believe that almost all students who leave PA for any reason ultimately graduate from other high schools and attend college. Unfortunately, the data set on graduation rates available to us is of uncertain quality. Our rough estimates from that data set suggest that, as anticipated, our overall graduation rate is high (over 90%), but there might be small differences across racial and ethnic groups of students.

We have commissioned a more detailed analysis of these rates including a reconstruction of the data set to determine if any differences in estimates of graduation rates are statistically significant, and if so, whether they are of a size that is meaningful.

Employees Long-term data on race and ethnicity among employees in total and for the categories of faculty, staff, and administration is limited. Although PA complied with mandatory requirements for reporting racial data on employees to the federal government, the school has not maintained good internal records of race and ethnicity of employees prior to 2007. Furthermore, the categories used to report the data to the federal government are different from the categories that most interest us (i.e., faculty, staff, and administrators). We have reasonably accurate data on employees in the sub-groups of faculty and staff for the period from 2012-2022. (See Appendix 1, figures 2 and 3) Faculty In general, over the last 15+ years, the faculty has become significantly more diverse. It is important to note that the status of “faculty” at Andover includes a significant number of positions that do not involve classroom teaching, such as college counselors.

• Between 2012 and 2020, the total number of faculty increased from 224 to 245. During that time period, the number of African American faculty fluctuated between a maximum of 25 in 2019 (10.8% of all faculty) and a minimum of 18 in 2013 (8.0% of faculty).

• During the same period, the number of Latinx faculty increased notably from 11 in 2012 (4.9% of the total) to 24 in 2020 (9.8% of the total), and the number of Asian faculty increased from 17 (7.6%) to 23 (9.4%) over the same time period.

• Unfortunately, our available data set on employee tenure does not allow us to estimate with confidence any measures of attrition such as the rate of attrition within 10 years for new faculty by racial/ethnic group. Crude estimates suggest

15

that there might be lower retention rates among faculty of color, but we are not confident that the differences are statistically significant or of a meaningful size.

Staff Progress toward a diverse staff has varied across groups between 2012 and 2020.

• Over this time period, the number of Asian staff increased from 10 (2.9%) to 16 (4.4%) and the number of Latinx staff increased from 21 (6.1%) to 35 (9.5%), while the number of African American staff varied between 1 and 6 over the period (never more than 1.6%).

• Unfortunately, as with faculty data, our available data set on employee tenure does not allow us to estimate with confidence any measures of attrition such as the rate of attrition within 10 years for new staff by racial/ethnic group. Crude estimates suggest that there might be lower retention rates among staff of color, but we are not confident that the differences are statistically significant or of a meaningful size.

Administrators The administrative category is very small (high of 64 over this time period), and therefore, we cannot reach any firm conclusions about differences over this time period.

• Between 2012 and 2020, there was never more than one Latinx administrator, the number of Asian administrators was never more than 2, and the number of African American administrators varied between 3 and 6.

• Throughout this time period, white employees were the overwhelming majority of administrators (between 87% and 92%).

Trustees The Board of Trustees consists of 25 members and is divided into two types: 19 charter trustees, including the Head of School who serves as a voting charter trustee ex officio, and six alumni trustees. Charter trustees are nominated and elected by the Board itself to serve up to two six-year terms. Four alumni trustees are elected by the alumni body at large following nomination by the Executive Committee of Alumni Council to serve four-year terms. Two alumni trustees serve ex officio in their alumni leadership roles.

Since the first person of color was elected to the Board as an alumni trustee in 1973 (African American Frank S. Jones ’46), the Board has had a modest track record in diversifying its membership. Since that time the Board has made significant progress in appointment of Asian and Asian American trustees, including most notably, Oscar Tang ’56, who served as the first president of color from 2004 - 2012. The Board also has made notable progress in appointing African American men as both charter and alumni trustees, including William M. Lewis, Jr. ’74, the first African American charter trustee and the first charter

16

ANDOVER ANTI-RACISM TASK FORCE REPORT | March 2022

III. SUMMARY OF OBSERVATIONS—AATF SUBCOMMITTEES

trustee of color. Lewis served from 1990 – 1997 and 2004 – 2013. For other demographic groups, the Board’s progress is disappointing.

• Of 15 current charter trustees, there are three male trustees who identify as African American (in addition to the Head of School) and two male trustees who identify as Asian/Asian American.

• Of six current alumni trustees, there is one African American male trustee and one Asian/Asian American male trustee.

• To our knowledge, PA has never had a charter or alumni trustee who identifies as Latinx or as a Native American.

• To our knowledge, PA has never had a charter trustee who identifies as an African American woman and had only one African American woman alumni trustee.

Alumni Prior to the late 1990s, the records on alumni maintained by the Academy contained very little data on the race and ethnicity of the alumni body. As the Academy has become more focused in its efforts to diversify the student body, we have also acquired increasingly better-quality data on the diversity of the alumni body. Unfortunately, the racial and ethnic identity of a large part of the alumni community of over 25,000 remains unknown. Although it may be possible to create a data set including race and ethnicity probably back to graduates of the 1960s or 1970s based on enrollment or other data, to do so would be labor intensive. The lack of data prevents analyses to determine whether there are differences across racial and ethnic groups that would inform how the Academy might improve alumni engagement efforts across the generations.

(See Appendix 1, Figure 4) • Race and ethnicity are “unknown” for more than 75% of classes who graduated in or before the 1980s and the percentage of “unknown” for classes in the 1990s was still 59%.

• For classes in the 2000s and the 2010s, the percentage of underrepresented people of color was 8% and 13% respectively, while the percentage of racial and ethnic “unknowns” reduced considerably to 8% and 10%, respectively.

• Among the four alumni recognition societies (Samuel Phillips and Sarah Abbot Society, Thomas Cochran Society, Bulfinch Society, and Non Sibi Society), the racial and ethnic identities of half or more of the membership are “unknown.”

• Even simple analyses such as determining the racial and ethnic makeup of major donor segments (Never Donor, Long-lapsed Donor, Lapsed Donor, and Recent Donor) cannot be completed with the available data given the large number of racial and ethnic “unknowns”.

17

What should our diversity representation goals be?

Determining specific goals for racial and ethnic representation in any of the groups that are the focus of this report (students, faculty, staff, administrators, trustees, alumni) requires engaging with complicated questions about what it means to be diverse. This question is a challenge in almost any discussion of diversity and representation. The demographic characteristics of the underlying population in the United States have changed dramatically over the last several decades with large increases in Latinx populations and in Asian populations and decreases in the white population (2020 US Census Data). Furthermore, the younger populations are significantly even more Latinx. The changing demographics of the nation clearly should inform our goals, but the challenge is determining how. What do we think is the optimal pattern of the racial and ethnic composition of the PA student body? Should the goal for students be to mirror the racial and ethnic pattern among high school-aged residents of the United States (e.g., from the 2020 Census)? Or should we aim to reflect the racial and ethnic composition among students across US public high schools or independent schools, or boarding schools in New England? What should be our diversity aims within our population of international students? Answering these questions is beyond the scope of the work of the task force, but we should remain aware of this challenge as we think about patterns and trends and decide what to do next.

EXPERIENCE SUMMARY Introduction The Experience subcommittee was tasked with understanding the lived experience of Phillips Academy community members. There was a particular focus on developing an accurate understanding of the community’s vision for an anti-racist institution. Through direct engagement with staff, students, faculty, and families, we listened to a wide range of perspectives on diversity, equity, inclusion, and belonging. With 50 trained faculty members as well as the task force resource partners, we held 24 affinity group and 43 focus group sessions.

We also engaged more than 1,000 community members through focus groups, interviews, and surveys.

Notably, we were able to rely on data from the inaugural Phillips Academy Climate and Culture Survey which was administered to the campus community in the spring of 2018. The survey was designed to meet the 2014 Strategic Plan institutional directive to perform “regular assessments of equity and inclusion on campus, considering the interest of all students, staff, faculty, and administrators.” The survey is an original assessment tool developed in collaboration with the Equity and Inclusion Advisory Committee and was designed to surface both psychological and behavioral aspects of diversity and inclusion. The senior administration agreed to conduct a campus climate assessment triennially to generate data to manage and maintain an inclusive campus culture.

18

ANDOVER ANTI-RACISM TASK FORCE REPORT | March 2022

III. SUMMARY OF OBSERVATIONS—AATF SUBCOMMITTEES

Please note that these observations and recommendations, gathered as members of our community struggled with the challenges presented by the COVID pandemic, reflect and describe the collective lived experience and perceptions of those who chose to participate in the AATF efforts to receive broad input from our community.

While these observations certainly reflect the reports received, in presenting them, we do not claim that they are uniformly representative of the totality of experiences here at PA. Key Observations • Some believe that the institution is not living up to its stated values related to its commitment to diversity, equity, and inclusion and becoming an anti-racist community. This perceived failure is believed to be driven by a lack of shared vision, values, and purpose.

• There is a desire to update Phillips Academy’s mission, purpose, and set of core values.

• Some noted that the school should increase representation of people of color in leadership roles—especially at the Senior Administrative Council, administrative, and department chair level—across the institution and better articulate the selection processes for administrative appointments.

• Some believe that our community lacks a clear process for reporting racist incidents and micro-aggressions. There is a lack of understanding and transparency in how we respond to incidents that are reported.

• The school should consider a student-supported restorative justice model that will allow healing and trust building within the community to address the harm that many in the community have experienced.

• The institution should consider developing a mechanism, possibly an ombuds office, to address conflict within the adult community.

• It was reported that the work required to foster a “community of care” for people of color—in particular, students, but also faculty and staff—falls largely on people of color and goes unrecognized. In addition, faculty, staff, and students of color often find it necessary to support the learning of white adults and students regarding issues of race on campus.

• Some reported that current systems regarding recruiting, hiring, onboarding, and retention are not adequate to establish and maintain a diverse group of staff and faculty.

• The current stratification of adults into faculty and staff categories has created a lack of equity between the two groups. There is a strong sense among staff that their work is not as valued as that of faculty. It was noted that opportunities for DEI training are not equally available to staff.

19

• Some stated that enhanced professional development related to diversity, equity, and inclusion is needed to support our goal of being an anti-racist institution. While PA offers numerous DEI trainings for faculty, there is a need for routine and purposeful anti-bias training and DEI professional development for all adults, including trustees.

• Some believe that the curriculum does not meet the 2014 Strategic Plan goal of embedding intellectual inquiry relating to race, ethnicity, class, gender, and sexual orientation into the academic experience of all students. There is a need for regular curricular reviews in all academic departments.

• There is a strong desire for a comprehensive review of the Empathy, Balance, and Inclusion (EBI) program with a focus on curriculum and staffing. The EBI classroom experience appears to be uneven; therefore, students do not equally develop skills and vocabulary to engage in conversations regarding racial issues.

• There appears to be a lack of written institutional knowledge and formal documentation pertaining to some critical aspects of running Phillips Academy, including job descriptions, performance expectations/reviews, pathways to leadership positions, and operational guidelines for departments.

This lack of documentation may hinder our ability to be equitable to all community members and may increase instances of possible bias.

• Some families who have had little exposure to boarding school feel intimidated by the Academy, while other families seek a stronger connection with the institution, outside of fundraising. This unintentionally creates a two-tiered system of family engagement.

SYSTEMS SUMMARY Introduction The Systems subcommittee was tasked with assessing and proposing refinements to organizational and operational systems across the Academy.

The subcommittee directed its work through an “anti-racist” focus (the active practice of identifying and opposing racism; taking steps to challenge and eliminate structures, policies and practices that perpetuate racism or raciallydefined inequitable outcomes) as well as a “systems” approach (the examination of organized methods, frameworks, principles, or procedures directing how something is done) in order to understand how systems are defined in documentation versus how they are operationalized in practice, and to identify opportunities for anti-racist shifts in policy or procedures. The subcommittee conducted its inquiry mainly through interviews, focus groups, and document review, aiming to prioritize the most critical systems to examine. Through its year-long efforts to understand and analyze Andover’s systems, the subcommittee uncovered areas where there is a need for change and growth.

20

ANDOVER ANTI-RACISM TASK FORCE REPORT | March 2022

III. SUMMARY OF OBSERVATIONS—AATF SUBCOMMITTEES

Key Observations • Andover lacks easily accessible disaggregated data for use by internal constituents as well as for external consumption. School leaders, department leaders, managers, students, and families require more transparent, comprehensive, and accessible data through which to understand the Academy experience, to analyze trends, and to draw conclusions upon which action can be taken.

• Andover lacks a consistently implemented, school-wide system for the cyclical collection and review of data related to the application of its policies, procedures, and practices, and the identification of areas of needed improvement. When there is an effort to assess the effectiveness of a program or progress toward a goal, the Academy tends to track inputs (e.g., number of attendees, departmental participation) without closely examining outcomes, such as the impact on the student experience. Accountability for implementing any recommended changes for goals related to equity, inclusion, and antiracism is therefore lacking.

• Key systems and policies are often limited in documentation. Much of Andover’s “way of doing things” is not formalized through documentation and oversight, allowing for exceptions to rules based on subjective criteria vulnerable to bias.

• Andover’s complex and insufficiently documented systems of governance and authority result in confusion around decision-making processes and accountability. While faculty members have a vehicle for engagement in the governance process through the Faculty Advisory Committee (FAC) and faculty votes, staff members lack a similar opportunity to engage in the governance of the Academy.

• Employee recruitment, hiring, development, and performance management systems are executed unevenly across departments and offices. Human Resources delegates substantial responsibility for recruitment and hiring to offices, without providing centralized expertise and guidance in anti-racist practices. Though strides have been made particularly around the recruitment and hiring of faculty and staff of color, the Academy lacks consistent, required onboarding and training to support all new staff in developing the beliefs, commitment, skills, and expertise needed to successfully engage in challenging conversations about race.

• Andover lacks a shared and deeply understood vision for instructional excellence related to anti-racist pedagogy, curriculum, and assessment practices, and there is substantial variance in the adoption of such practices within and across departments. The school’s longstanding culture of autonomy for faculty and academic departments creates tension when confronted with the need to develop shared practices. Most development for faculty also tends to be optional, rather than required.

21

• The school does not consistently organize and support formal affinity groups for employees and families, which results in an over reliance on informal networks to provide mentorship, guidance, and support, particularly for employees and families of color. This leaves some employees and families feeling isolated and unsupported.

CULTURAL COMPETENCY SUMMARY Introduction The Cultural Competency subcommittee was charged to study and make recommendations for how to “develop and integrate skills to promote antibias, anti-racism, courageous conversations, generative feedback, and cultural responsiveness in student and employee populations.” Cultural competency is the simultaneous application of knowledge, awareness, and skills to drive intentional respectful relationships, inclusive policies, and equitable systems leading to just and sustainable outcomes for all constituents.

Phillips Academy is clear about its values and mission and, to varying degrees across campus, is working to address harm and striving to build a culturally competent and anti-racist community. The mission demands that we establish a culture that fosters the principles of intentional excellence, diversity, equity, and inclusion. This education should echo across all aspects of a student’s experience (in the classroom, in the dorm, in athletics and arts, clubs and extracurriculars, and in interpersonal relationships) including the development of awareness, attitude, knowledge, and skills. Therefore, all members of the Andover community must be active practitioners of cultural competency, for we are all members of an intentionally diverse school, focused on serving youth from every quarter while we prepare students to live in a multi-racial and diverse world.

Key Observations • There are varying degrees of understanding around cultural competency, both its definition and the Academy’s expectations for proficiencies and skills. Faculty commitment to culturally responsive pedagogy and inclusive curriculum also varies widely.

• There are constituents of both people of color and allies, who are deeply committed and active in DEI work, and there are passive and active resisters.

There is also an imbalance along gender lines with those who identify as female carrying the majority of the work.

• Students need to build agility and skill to navigate the complexities of being in an intentionally diverse community. Student leadership positions lack clarity for proficiency in cultural competency, and would benefit from accountability, practice, and opportunities to support peers.

22

ANDOVER ANTI-RACISM TASK FORCE REPORT | March 2022

III. SUMMARY OF OBSERVATIONS—AATF SUBCOMMITTEES

• Departments, both academic and administrative, lack clear and specific goals and tracking mechanisms. Accountability and measurement of engagement are lacking.

• External DEI workshops and trainings have a role to play, but some do not have long-term impact or practical applications. Opportunities for employees to process the learning and hold each other accountable are sometimes missing. People who engage regularly in peer-led experiences, however, report that they feel supported and challenged in their ongoing skill development.

• There is a desire to hold the community accountable for providing a safe environment for all who work, learn, and live here. However, a coordinated organizational infrastructure to support employees is missing.

• Some constituents report experiencing exhaustion, distrust, and harm. Much of the required support for students of color falls on those faculty further in their development of cultural competency, most of whom are women of color.

The level of expertise in the varied areas of a faculty member’s workload has increased.

• Student club leaders vary significantly in their understanding and practice of cultural competency skills. Also, faculty advisors play an inconsistent role in supporting student leaders to develop and cultivate equitable and inclusive experiences for all students who engage in club activities.

• The Empathy, Balance, and Inclusion (EBI) program and departmental cultural competency efforts are not well integrated nor working in tandem.

• There is a lack of understanding about the role of the Community and Multicultural Development (CAMD) Office and whom it serves.

23

IV. COMPILATION OF RECOMMENDATIONS The following recommendations mirror those offered in each working paper.

The Head of School, with senior administrators, will prioritize and assess the feasibility of each one. Not all recommendations will be pursued. It should also be noted that some recommendations overlap across subcommittees. In most cases we chose not to consolidate recommendations, believing that it was important to preserve, as much as possible, the work of the individual committees.

The Head of School will ultimately determine whether to implement each proposed action and, for those initiated, who will have lead responsibility, the expected completion dates, provision of necessary resources, and appropriate follow-up with the Board of Trustees Equity and Inclusion Committee. The Head of School will seek input from the Associate Head for Equity, Inclusion, and Wellness and the campus Equity & Inclusion Advisory Committee in making these final decisions.

Representation Recommendations • Collect, maintain, update, and as necessary, publish information on employee hiring and attrition and do so by race, class, and gender.

• Create a data warehouse that would bring together information from databases across the Academy.

• Collect and analyze the reasons why employees depart from the Academy and standardize the information collection process by creating an exit survey which would include the opportunity for an exit interview.

• Create a budget review committee with representation from staff, faculty, and administrators to engage more members of the adult community in the building of the annual budget.

• Hold more regular meetings of the Staff, Faculty, and Administration Committee, which serves as a resource group and sounding board for the CFO. • Enhance and expand the Academy’s recruitment process to ensure those communities that are not familiar with Andover learn about the Academy.

• Create a Staff Council to offer staff members an opportunity to share concerns, ideas, and opportunities with the Head of School.

• Revise processes to ensure that women and minority-owned businesses have the opportunity to participate in RFPs. • Enhance the Employee Assistance Program to meet the needs of a more diverse employee base.

• Affirm and energize our recruiting efforts to enhance our outreach to underrepresented students of color (USOC).

24

ANDOVER ANTI-RACISM TASK FORCE REPORT | March 2022

IV. COMPILATION OF RECOMMENDATIONS

• Adapt structural changes to scale the ACE9/ACE10 programs to engage a broader range of students virtually in the summer before they enter Andover.

• Offer additional cultural and academic preparation to new USOC full scholarship students and possibly expand the idea to include returning students.

• Increase retention efforts to ensure that our program supports the diverse population we enroll.

• Offer professional development of faculty to develop or create transition courses for new students.

• Require annual implicit bias training for faculty admission readers, interviewers, and Alumni Admission Representatives (AARs).

• Gather support from the Student Enrollment Group to examine RaceConscious Admission policy, including developing metrics and the rubric by which admission decisions are made.

• Develop a strategic plan for diversity on the Board of Trustees.

• Require DEI training for trustees.

• Provide increased support to the Committee on Trustees to identify and engage potential Board candidates who represent diversity in all forms, recognizing that the work must consider race, gender, professional experience, commitment to supporting the Academy, and regional representation.

• Increase transparency around the work of the Committee on Trustees so that the full Board understands how the pipeline of candidates is developed and curated, how candidates are engaged and considered, and under what basis a particular candidate is brought to the full Board for a vote. Consider changing the membership of the Committee on Trustees to ensure that it reflects the diversity of the Board as a whole.

• Increase data integrity for alumni and families in the areas of race and gender identity.

• Develop a strategic framework for engagement of alumni and families by affinity, including race, gender, and sexual orientation.

• Invest in recruiting and retention initiatives in central HR to better diversify the workforce in Admission, Office of Academy Resources (OAR), and Academy Communications.

• Raise additional funds to support equity and inclusion priorities, as framed by Academy leadership.

Experience Recommendations • Create an updated (from 2018) shared vision and purpose that aligns with antiracist goals for the community and has clear, strong support from the Head of School and Board of Trustees.

25

• Develop and share with the community clear guidelines on the pathways to and selection processes for leadership positions.

• Reassess and revise the selection criteria and practices for trustee appointment to increase diversity on the Board.

• Rebuild trust between faculty and administration through a renewed commitment to shared governance.

• Increase representation of people of color on the faculty and staff and in leadership positions including the Board of Trustees.

• Establish and circulate clear guidelines for members of the community to report racist incidents and microaggressions. Create a support mechanism for individuals who report harmful behavior and a process for how the response to the behavior will be appropriately communicated.

• Integrate assessment of cultural competency into annual performance reviews.

• Increase access and participation in DEI training and professional development through funding and managerial support (noting the imbalance of current funding and support between faculty and staff ).

• Develop and communicate anti-racist benchmarks, goals, and outcomes and monitor the school’s progress through transparent sharing of data on a defined, regular basis with the entire community.

• Create an ombuds office to address reports of harmful behaviors of individuals and to support healthy conflict resolution.

• Ensure due process regarding incident investigation, accountability measures, and protection for individuals involved in the reported case.

• Increase access to mental health counselors of color to support the expressed needs of Asian and Black identifying students.

• Consider increasing roles in CAMD and ACE to support students of color.

• Provide clear communication from the Anti-Racism Task Force that summarizes its process and articulates a concrete plan of action to achieve an anti-racist Phillips Academy.

• Review and, if necessary, adjust the faculty workload system and compensation scale.

• Reform the current student discipline system and consider adding restorative justice practices.

• Create a family engagement office to build stronger connections with all families.

• Consider creating family affinity groups.

• Formalize adult affinity groups on campus and establish administrative support and guidelines.

26

ANDOVER ANTI-RACISM TASK FORCE REPORT | March 2022

IV. COMPILATION OF RECOMMENDATIONS

Systems Recommendations • Engage an external partner to conduct a thorough systems analysis or racial equity audit using a longitudinal, mixed-method analysis to evaluate the current state of the Academy relative to its anti-racist institutional ideals. As part of this process, create and share with community members the Academy’s accepted definitions of key terminology so that all stakeholders in the community understand what is meant by terms like “anti-racism”, “systemic racism”, “equity”, “inclusion”, and other terms related to this work.

• Create and commit to a comprehensive cycle of continuous assessment and action to bring racial equity to campus systems. Align demographic data categories across all areas of school life to ensure consistent reporting of such information. Develop a schedule by which all key stakeholders are annually surveyed regarding issues of identity and belonging, with quantitative and qualitative data gathered via online survey tools and regular focus groups.

• Develop organizational performance standards and identify data points related to key systems of the Academy, then ensure data is systematically gathered, analyzed, disaggregated, and shared with senior staff and department leaders in each area. Begin gathering data on college persistence, graduation, and longer-term life outcomes, and analyze this to determine whether additional organizational shifts are needed to support enduring success for students of color.

• Revise staff and administrator hiring processes to further incorporate antiracist practices by expanding the Human Resources Office, centralizing expertise and providing leadership to departments in anti-racist recruitment and hiring practices, defining and articulating core competencies for all roles, and systematizing the approach to gathering feedback on finalists.

• Revise faculty hiring processes to further incorporate anti-racist practices, mirroring the recommended changes for staff and administrators, above, while expanding the recruitment for continuing faculty positions from Fellow and 1-year hire pools.

• Implement performance management structures for faculty and staff that enable supervisory responses to racist language or actions, including the development of regular faculty observation and feedback, as well as evaluation and restorative justice mechanisms for faculty, staff, and administrators.

• Formalize an annual performance review process (outside of the 3, 5, and 8-year evaluation processes) by which faculty members demonstrate competency in DEI-related professional development and anti-racist teaching practices.

• Develop and support a comprehensive, multi-year professional development plan focused on skill-building in direct alignment with the Academy’s stated vision and values around incorporating anti-racist pedagogy required of all faculty and staff.

27

• Create an internal audit system to build anti-racist content and practices within the academic program, under the umbrella of the departmental review process that is currently in development.

• Review demographic data alignment from admissions through the OAR and determine a consistent set of terms for use by all Academy offices, departments, staff, faculty, and administrators, overseen by the Associate Head of School for Equity, Inclusion and Wellness, responsive to the evolving nuance of racial categorization and application. Convert existing data to these categories, as possible, and gather all data in this manner going forward.

Ensure data is gathered on family demographics, in addition to students, faculty, staff, and administrators.

• Building on the alignment recommended above, identify a consistent set of demographic categories for data disaggregation and program analysis, including tracking and documenting data using the categories of (international/domestic) students and adults of color, first generation students and adults of color, among other nuanced categories.

• Develop standard procedures for how students, families, and alumni can gain access to or engage with senior staff members (or others perceived as being in positions of power), particularly as it relates to their engagement with the offices of the Dean of Studies and Dean of Students for appeals of Academy decisions. Lay out comportment policies along with a process for elevating concerns, including documenting family interactions and accompanying data disaggregation and analysis.

• Continue the move toward revision of Blue Book policies and procedures related to student conduct to replace language and protocols with an emphasis on restorative justice and growth.

• Systematize an opt-out process by which families of color are introduced to family resource groups and pathways to social networks, to help new families navigate Academy life and create a more equitable experience.

• Develop training materials and written guidance for Andover families and alumni who serve in hosting/mentoring capacities for events, particularly welcome events, focusing on inclusive practices.

• Eliminate institutional use of the term “parent” and replace it with “family” to be inclusive of all types of familial relationships.

• Conduct a comprehensive review of the Empathy, Balance & Inclusion (EBI) program, focusing not on curriculum but on facilitation and delivery methods.

Coordinate with Residential Life, Athletics, Student Activities, and other cocurriculars so that EBI extends beyond the classroom.

• Consider decoupling family support and regular contact from OAR, to ensure that Parent Development is not the primary department cultivating families’ connection to the Academy, since not all families are targeted by the Academy’s fundraising efforts.

28

ANDOVER ANTI-RACISM TASK FORCE REPORT | March 2022

IV. COMPILATION OF RECOMMENDATIONS

• Explore ways to add or redeploy a dedicated asset within the Communications team focusing on proactive outreach and support to offices serving communities of color, and one within the Alumni Engagement team focusing on supporting Outreach Program alumni.

Cultural Competency Recommendations • The leadership team (Board of Trustees and Head of School) and Senior Administrative Council (SAC) should develop a clear vision and implementation plan that allows access and accountability to school values for all stakeholders that will include: » a personal and collective commitment to cultural competency and antiracism » a strategic communication plan around anti-racism that will: ensure all members of the community hear consistent messaging around school values; articulate best practices for cultural competency; confront misinformation and misunderstanding; engage different opinions with clear vision and strategy, proactively ensuring the momentum is wide-reaching • The leadership team should develop a plan that supports their own learning and continuous skill development to include: » a facilitated off-campus retreat every two years focused on cultural competence skill development where goals, standards, and metrics are set and revisited » periodic skill development incorporated into the regular agenda of Board meetings » re-establishment of the practice of small group engagements with diverse groups of students, faculty, and staff on a regular basis to share experiences and discuss strategies for confronting and overcoming racism » development of a system of self-assessment and performance measurement » articulation of cultural competency as a core requirement in recruiting and electing trustees and annually reviewing members of SAC • The school should establish a coordinated organizational infrastructure to support employees in coordinating response to incidents of harm, supporting departments in their strategic planning efforts, holding the community accountable in providing a safe environment for all who work, learn, and live here.

• The school should reconsider an employee’s workload so that there is ample time and energy for cultural competency skill development and practice. The possibility of additional faculty and staff may be a necessary outcome of this recommendation, and more flexibility around roles and workload.

29

• All employees should undergo an annual review that includes an assessment of cultural competency as it pertains to their work. » Job descriptions should articulate cultural competency as everyone’s work. » Annual plan should include goal setting, professional development, and continued training in cultural competency. » Managers must hold employees accountable.

• Support for external workshops and conferences should include an expectation that attendees will debrief and engage in ways to hold one another accountable for implementing the learnings. Employees should receive more support for their participation in ongoing peer-led opportunities on campus as ways to cultivate a practice of cultural competency and community building.

• All departments should conduct a strategic planning exercise relative to their functional expertise that leads to clear expectations, examination of pedagogy, policies and practices, and an annual review system to track progress.

• Academic departments and the EBI program must coordinate their efforts so that all students experience an integration of these skills throughout their learning.

• Classroom teachers, coaches, directors, house counselors, advisors, club advisors, etc., should begin the year with, and periodically return to, intentional goal-setting with students around a culture of equity, inclusion, and belonging.

• Dean of Students Office should clearly articulate proficiency and accountability in cultural competency for student leaders and develop curriculum around cultural competency for student leaders.

• The school should support CAMD in cultivating and fortifying clubs and affinity groups where students feel most supported and celebrated, expanding opportunities for students to engage in CAMD-like settings, and creating a system of accountability for all clubs.

30

ANDOVER ANTI-RACISM TASK FORCE REPORT | March 2022

V. DEI PROGRESS SINCE SEPTEMBER 2020

V. DEI PROGRESS SINCE SEPTEMBER 2020 While awaiting completion of the AATF report, the Academy continued to pursue a number of strategic initiatives and to implement some early recommendations of the task force. The following completed initiatives and those in progress do not represent all DEI efforts over the last two years; rather they represent those that closely align with AATF recommendations. To demonstrate this connection, each initiative is identified with a task force subcommittee: Representation (R), Experience (E), Systems (S), and Cultural Competency (C).

COMPLETED Academy • Native American Land Acknowledgement approved by the Board of Trustees on November 6, 2021. There are additional plans to review and possibly add to the acknowledgement with guidance from the Committee on Challenging Histories. (S)

Task Force Subcommittee Key Representation Experience Systems Cultural Competency

(R) (E) (S) (C)

• Committee on Challenging Histories at Phillips Academy: As Andover approaches the 250th anniversary of its founding, we will reexamine our school’s past, particularly as it relates to the legacy of the physical campus and historical connections to slavery. The committee will: » Commence preliminary research and investigation of historically significant elements of campus. » Establish principles for considering elements of PA’s history that might call for reevaluation in light of PA’s identity and mission and for guiding any decisions about possible alterations to the campus. » Develop processes that would generate recommendations of actions to the Head and to the Board of Trustees grounded in these principles. » Propose projects to better educate the school community, as well as the public, about the complicated history of PA. (E) • Bias Reporting System for students implemented in winter/spring 2021 to guide students who have experienced or witnessed offensive speech or conduct related to their identity or another person/group’s identity. Students are encouraged to report through various channels. (E) • Established Communication Office liaisons with E&I Advisory Committee, CAMD, Brace, and Community Engagement. (E) • Peabody staff remain active leaders in repatriation with a focus on ancestors and funerary objects from Alabama, Maine, Mississippi, and New Jersey. Work also has expanded to include advising other institutions that are beginning their legal compliance with NAGPRA, as well as developing protocols and procedures that center Native voices in the repatriation process

31

and balance inequities inherent in NAGPRA. The Peabody’s approach to repatriation draws on the 2007 United Nations Declaration on the Rights of Indigenous People and acknowledges repatriation as a key element of restorative justice. (S,C)

Task Force Subcommittee Key Representation Experience Systems Cultural Competency

(R) (E) (S) (C)

• Addison shapes an inclusive visitor experience. In 2020, with the goal of ensuring equity in the visitor experience at the museum, the Addison implemented a hybrid museum security model, using technology to give security officers complete visibility of all galleries assigned to them without the need for patrolling that can lead to or be perceived as profiling. Staff presented this innovative work at the Smithsonian’s October 2021 National Conference on Cultural Property Protection. Associated DEI training for all Addison staff is planned for May 2022. (E) Faculty and Staff • Enhanced Employee Assistance Program: This improved program addresses the disparate mental health and family support needs of a diverse workforce.

Faculty and staff receive 24/7 access to a network of experts with solutions and support for a variety of services, free of cost. (S) • Restorative Justice Training: Thirty faculty members participated in a six-week program to preview potential changes to our discipline system.

Fania Davis led a separate training for faculty, student leaders, and school community. (S) • Juneteenth Staff Holiday: In November 2021, PA joined the nation in declaring Juneteenth as an official holiday. Juneteenth commemorates the emancipation of enslaved African Americans. Originating in Galveston, Texas, it has been celebrated on June 19 in parts of the United States since 1865.

Phillips Academy will celebrate its first Juneteenth holiday in 2022. (S) Families • Appointed Academy Liaison to PSPA (Parents of Students of Phillips Academy). To improve parent communications and connections with the Academy, the Associate Head of School for Equity, Inclusion, and Wellness meets with PSPA leaders to address concerns as well as assist in supporting parent programs. (E) • Established Black Families of PA Affinity Group. The Associate Head of School for Equity, Inclusion, and Wellness has provided support for a new parent-initiated affinity group. PA is prepared to offer support for additional groups as they develop. (E)

32

ANDOVER ANTI-RACISM TASK FORCE REPORT | March 2022

V. DEI PROGRESS SINCE SEPTEMBER 2020

Students • Athletic Diversity Board: Nine students who participate across all aspects of the athletic program, interscholastic teams, dance, Outdoor Pursuits, and LIFE sports, meet monthly with the Athletic Director and the Assistant Athletic Trainer. The primary goals of the student advisory board are to serve as listening/learning sessions for the Athletic Department as we move toward a more inclusive, anti-racist program. The advisory board seeks to build a framework for conversations addressing racism in athletics and PA at large, and will be engaged across all interscholastic teams facilitated by peer leaders and coaches. (E) • Conflict Resolution Specialist: The Academy added this full-time position to reflect the importance of and skill required in responding to student concerns about bullying, hazing, discrimination, harassment, and sexual misconduct, as well as educating the community about the Academy’s policies. The person hired has experience as an investigator and mediator at the U.S. Department of Education’s Office for Civil Rights as well as universities. He is also skilled in the use of restorative justice practices for the prevention of and response to harm. (E) • (MS)2 Application Review: The (MS)2 application materials and admissions processes were reviewed and revamped for bias mitigation. For example, where the application materials asked for gender only in the binary, this was amended. In addition, the requirement that recommenders comment on a student’s character was replaced with a request for more specific comments on the applicant’s contributions to their community. An interview rubric was created to ensure all interviewers ask the same questions and evaluate candidates using the same criteria. (S) • Strengthened recruitment of underrepresented students of color (USOCs), heightening efforts to seek qualified “youth from every quarter” and increase the percentage of newly admitted USOCs. We reorganized our DEI Outreach Team to name a Director, Associate Director, and an Assistant Director of DEI Outreach. We also created templates for recruiting USOCs, including Community Based Organization Interview Days, and extended relationships with partners across the country by connecting and collaborating personally and individually. We also now offer “An Evening with CAMD” events highlighting the many resources and supports Andover has for USOCs. (R) • Gathered support from the Strategic Enrollment Group (SEG) to examine our Race-Conscious Admission policy, including developing metrics and the rubric by which we make admission decisions. Specifically, we reviewed the process of conducting admission recruitment and interviews, the evaluation of admission applications, and the structure of our admission committee. (R) • Enhanced College Counseling Curriculum. College Counselors embedded exploration of identity into their senior program, re-wrote the upper curriculum, and created programming to address microaggressions that

33

sometimes occur when college admission decisions are released. A new process of communicating college lists to address unintended negative impact on students of color and low-income students was established. (E, S) • Reviewed College Counseling Documentation Practices. Partnered with an outside consultant to review language use in letters of recommendation with an eye toward race, gender, class, and citizenship. (S, C)

IN PROGRESS Academy Task Force Subcommittee Key Representation Experience Systems Cultural Competency

(R) (E) (S) (C)

• Enhance the Academy’s editorial style guide to include new chapter on DEI editorial guidelines, and apply the REACH (Representation, Experience, Accessibility, Compensation, Harm reduction) equity screen to all print and digital content. Expected completion March 2022. (C) • Establish regular communications from Associate Head of School. Send updates on DEI progress once each term to campus community; post online and in Enews to reach alumni and parents. (C) • Launch web-based dashboard to track progress on DEI initiatives/AATF recommendations. (S) • Complementary programs review (Outreach, Summer Session, ACE): RFP developed and under review by Board of Trustees Committee on Outreach & Tang Institute to engage an external partner in an analysis of summer-based programming. (S) Faculty • Enhance DEI training for faculty. Having fulfilled the goal to have all faculty complete substantial professional development in DEI by 2020, the Associate Head of School and Dean of Faculty have begun plans for the next phase of faculty-wide professional development in DEI. (E) • Develop an improved system for providing assessment and feedback along with tools for improvement for all faculty and academic departments. (E,C) • Develop a system for academic department reviews which will include an evaluation of DEI teaching and learning in courses, specific professional development related to content, pedagogy and assessment, and using data to track academic pathways. (S) • Establish annual DEI goals and systems of accountability with each member of the Academic Council. (S) • Review policies in the Blue Book, Course of Study, and Faculty and Administrator Supplement to the General Handbook with a culturally competent lens. (S)

34

ANDOVER ANTI-RACISM TASK FORCE REPORT | March 2022

V. DEI PROGRESS SINCE SEPTEMBER 2020

• Offer professional development of faculty to create transition courses to support new students. (R) • Increase the diversity of our Admissions Team. To see sustained increases in diversity for all admission positions, we will also strengthen our outreach and recruiting methods to reach a broader range of candidates, partnering as necessary with other organizations to create strong pipelines for diverse candidates. (R) • Require annual implicit bias training for faculty readers, faculty interviewers, and Alumni Admission Representatives (AARs). (C) Faculty and Staff • Establish Ombuds Office. A group of faculty and staff has been charged with creating an Ombuds Office for faculty, staff, and administrators. The Ombuds Office will facilitate informal and impartial discussion of problems outside formal channels. The Ombuds Office will be independent of the administrative structure of the Academy and will report directly to the Head of School. (E) • Collect, maintain, and as necessary, publish information on employee hiring and attrition, with the ability to filter by race, class, and gender. The Academy has taken the first step in this direction by adding the ADP analytics and reports package which will allow for dashboards to display this data. (R) • Create a budget review committee with representation from staff, faculty, and administrators to engage more members of the adult community in building the annual budget and to create greater transparency within the Academy. This committee will have the opportunity to examine budgets and make recommendations to the CFO and the Head of School before the budget is presented to the Board of Trustees. (R) • Continue to enhance the Employee Assistance Program to meet the myriad needs of a diverse employee base. (R) Staff • Enhance DEI education for staff that includes required workshops on campus as well as encouragement to participate in seminars and workshops off campus. Currently funding is provided by the Associate Head of School’s office.

(E) • Establish a Staff Council to offer staff members an opportunity to share concerns, ideas, and opportunities with the Head of School. The Assistant Head of School for Operations and Finance and the Interim Chief of Staff will begin working with a group of staff in March 2022 to draft a charge and proposal to the Head of School. (R)

35

Students • Student Conduct Task Force: A committee was formed in winter 2022 to review the current student discipline system and to offer revisions to our process and responses. The drafted proposal seeks to employ restorative measures to support student growth, repair harm, ensure accountability, and build trust. (E,R)

Task Force Subcommittee Key Representation Experience Systems Cultural Competency

(R) (E) (S) (C)

• External review of Empathy Balance and Inclusion (EBI) program: Hinderlie Associates is conducting an external review of our EBI program to evaluate our program and offer recommendations for improvement. We seek to deliver a multi-year health and wellness program in line with community values, employing best practices for skill development, awareness-raising, and community building. Specific recommendations will be presented for how we can more effectively uphold and affirm our community values in line with our anti-racist commitment and goals. (E) • Review Composition of Student Body: The Working Group on the Composition of the Student Body Analysis (COSBA) includes the members of the Strategic Enrollment Group (SEG), with guidance from the Admission Advisory Committee (AAC), the Academic Council, the Office of Admission, and other groups as needed. The project’s purpose is to document the composition of the student body using student-level data, but the goal also extends considerably beyond that structure. In combination with data from external sources, we used these data to assess the value of an Andover education. Additionally, we will chronicle how the Andover experience changes the life paths of individual students in ways that may differ across diverse groups of students. We engaged statistical evaluation by a third-party consultant to track students from point of entry through Andover using a variety of data points, e.g., family income, academic pathways, GPA, selectivity of college, etc. (S) Families • Establish Family Outreach Office. We are in the early stages of conceptualizing an office of parent engagement to enhance communications and build stronger relationships with Andover families. (E) Trustees • Develop a strategic plan for diversity on the Board of Trustees. This would encompass both a commitment to why diverse perspectives matter and a shared embrace of the goals of recruiting a diverse Board. The Board has increased transparency around the work of the Committee on Trustees (COT) by including one member of the Equity and Inclusion Committee to also serve on the COT. In addition, the Board has increased its transparency

36

ANDOVER ANTI-RACISM TASK FORCE REPORT | March 2022

V. DEI PROGRESS SINCE SEPTEMBER 2020

by sharing how the pipeline of candidates is developed and curated, engaged and considered, and on what basis a particular candidate is brought to the full Board. (R) Advancement of Alumni and Families • Increase data integrity for alumni and families in the areas of race and gender identity to better understand and track engagement and giving behavior as well as recruit more broadly diverse volunteer leaders. (R) • Raise additional funds to support equity and inclusion priorities, as framed

by Academy leadership. Build on the successful Trustee Challenge for Equity and Inclusion, which secured $2.4 million for equity and inclusion priorities in summer/fall 2020. (E,R)

37

VI. NEXT STEPS This report is presented to the Board of Trustees for its consideration. Once the report is received, the expectation is that the Board will then delegate responsibility for follow-up to the Head of School, who will determine: 1) Which recommendations are pursued 2) Prioritization of those recommendations 3) The process for implementation 4) Appropriate tracking measures “Diversity may be the hardest thing for a society to live with, and perhaps the most dangerous thing for a society to be without.”

–—William Sloane Coffin ’42

The Head of School and the Associate Head of School for Equity, Inclusion, and Wellness will work with the senior leadership team to consider feasibility, cost implications, and impact of the recommendations. Not all recommendations will be pursued. The Equity and Inclusion (E&I) Committee of the Board will actively support the school’s work and will provide governance oversight. The committee is charged with assuring progress towards equity and inclusion goals as outlined in the 2014 Strategic Plan and those that are advanced as a result of the AATF effort.

Many of the highest priority actions for the school have been described in the preceding section on DEI actions either completed since the AATF was created or in progress. Over the next several weeks, the Head of School and the Associate Head of School for Equity, Inclusion, and Wellness will be meeting with the members of the Senior Administrative Council to review their priorities for the next phase of DEI activities.

A regrettable strong conclusion of the AATF is the finding that we have not invested in our data systems to allow estimation and analysis of patterns of outcomes such as student graduation or attrition rates or rates of faculty and staff retention. A priority for the Head of School will be definitive exploration of the data related to student attrition with the goals of: 1) Determining if there are significant differences between groups of students defined by race and ethnicity and, if so, their size 2) Matching entry data for incoming students to determine if there are known factors on entry that help identify students who are at greater risk of attrition 3) Matching early academic and social data during the first terms at Andover to identify early post-enrollment risk factors of attrition 4) Developing and testing interventions to reduce attrition rates across student populations. Furthermore, the school has put into place a new human resource information system that will allow greatly improved tracking of employee outcomes such as retention. Tracking outcomes for employees across racial and ethnic groups will be a priority for the administrative leadership of the school.

38

ANDOVER ANTI-RACISM TASK FORCE REPORT | March 2022

VI. NEXT STEPS

The Head of School and/or the Associate Head of School will provide bi-annual updates to the E&I Committee of the Board and annually to the full Board of Trustees. Internal oversight is delegated from the Head of School to the Associate Head of School, who will be advised by the Equity and Inclusion Advisory Committee of the school to assess progress toward meeting the goals set by the Head of School. This committee advises and supports the work of the diversity, equity, and inclusion initiatives on campus. A possible five-year framework is presented below.

Year 1 Create and consistently communicate a transparent, shared understanding of a school-wide equity and anti-racism vision, mission, and strategy for all stakeholders.

Years 1-2 Initiate consistent, ongoing, and equitable cultural competence training for all students, staff, faculty, and leadership. Begin the integration of data systems to focus on connections between categories and whole-picture analysis of both outcomes and progress.

“This report is not a panacea. It is part of a continuum of learning.”

—Trustee Gary Lee ’74 Cochair of the Andover Anti-Racism Task Force

Years 2-3 Create and communicate clear accountability systems focused on best practices and equitable outcomes. Involve representation of the entire community in restorative justice efforts, anti-racism analysis and equity-focused adjustments of school policies and procedures as well as overall curriculum.

Years 3-4 Expand scope, ability, and resources for current outreach, equity, and anti-racist focused programs.

Year 5 Begin institution-wide, year-long analysis of the overall strategic outcomes.

39

APPENDIX 1—REPRESENTATION GRAPHS

1

Student Body Representation 2001–2020

70% 60% 50% 40% 30% 20% 10%

Under-represented Students of Color

2

White

Black

Asian

Hispanic or Latino

2020–21

2019–20

2018–19

2017–18

2016–17

2015–16

2014–15

2013–14

2012–13

2011–12

2010–11

2009–10

2008–09

2007–08

2006–07

2005–06

2004–05

2003–04

2002–03

2001–02

0%

Biracial

Faculty POC Representation 2012–2020

30

25

20

15

10

5

0

2012

Asian

40

2013

2014

Black or African American

2015

2016

Hispanic or Latino

2017

2018

2019

2020

Native Hawaiian, Pacific Islander, Two or More Races

ANDOVER ANTI-RACISM TASK FORCE REPORT | March 2022

APPENDIX 1

3

Staff POC Representation 2012–2020

40 35 30 25 20 15 10 5 0

2012

2013

Asian

4

2014

2015

Black or African American

2016

2017

Hispanic or Latino

2018

2019

2020

Native Hawaiian, Pacific Islander, Two or More Races

Alumni POC Representation Race by decades 1930s–2020s (Before 2000, 77% of alumni records have no ethnicity data)

120%

100%

10%

12%

11%

10%

11%

22%

80%

61%

52%

41%

60%

40%

87%

85%

84%

83%

76%

10% 8%

20%

0%

10%

59%

1%

1%

1930–1939

1% 1%

1940–1949

2%

1950–1959

1%

3%

2%

5%

7% 6%

1960–1969

1970–1979

1980–1989

Underrepresented Minority of Color

Alumni of Color

10%

19%

31% 26%

9%

12%

13%

1990–1999

2000–2009

2010–2019

Other/Unknown

18% 2020–2025

White

41

APPENDIX 2—TERMINOLOGY For this report, we have chosen to use the following terms: African American: Self-identifying as African American or Black Asian: Self-identifying as Asian or Asian American Biracial: Self-identifying as two racial groups Biracial Not Underrepresented: Self-identifying as White and Asian Biracial Underrepresented: Self-identifying as including one of the following: African American/Black, Hispanic/Latino/Latinx, Native American Black: Self-identifying as African American or Black Latinx: Self-identifying as Hispanic, Latino or Latinx Native American: Self-identifying as Native American or American Indian People of Color: Self-identifying as at least one of the following: African American/Black, Hispanic/Latino/Latinx, Asian/Asian American, Native American White: Self-identifying as White and not Hispanic/Latino/Latinx Evolving Terminology Over the course of the history of this country and this institution, the terminology used to describe racial and ethnic groups has regularly changed, and the review of PA documents from over the last century in preparing this report clearly illustrated those changes. The terms used to describe descendants of formerly enslaved people whose ancestors were captured and transported from Africa are perhaps the most striking example with an evolution over the last century from Colored to Negro to Black to African American, with substantial variation in time within the subpopulation for a preference of one term versus others.

Another evolution has occurred with the use of the terms Hispanic, Latino, and Latinx to describe populations primarily from Spanish-speaking regions now part of the southwestern United States and from Central and South America.

Native American is another term whose use has evolved over time to replace the term American Indian. The use of the terms to describe persons who identify with more than one racial or ethnic group has also evolved with growing use of terms such as biracial or multiracial, especially after changes in format of questions about race and ethnicity with the 2000 U.S. Census that allowed persons to choose multiple racial and ethnic categories. Even the meaning and use of the terms “race” and “ethnicity” has evolved over the past century with some groups that were considered a “race” now being identified as an “ethnicity.”

When speaking of aggregated subpopulations, there was a time when data on racial and ethnic groups were presented simply by the categories “white” and “non-white.” More recently aggregating terms have included Minorities, People

42

ANDOVER ANTI-RACISM TASK FORCE REPORT | March 2022

APPENDIX 2

of Color, and most recently, BIPoC (Black, Indigenous, and People of Color).

Another group of aggregating terms are “Underrepresented Minorities” and “Underrepresented People of Color.” These terms evolved to distinguish between populations that are a minority or considered to be a population of people of color in a particular context but that may or may not be “underrepresented” in that context when compared to a reference population. For example, a group of students that is 10% of a reference population and is 5% in the population of interest might be considered an “underrepresented minority” population, but a group of students that is 10% in a reference population and is 10% in a population of interest may not be considered an “underrepresented minority” in that context. The use of almost any aggregating term can create challenges because of heterogeneity within subpopulations. Terminology has been further complicated by the use or abuse of terms to demonstrate respect or disrespect (e.g., initial capitalization or not). There remains substantial variation within populations in individual preferences for alternative terms to identify racial and ethnic groups.

43