Megan Sirna Tagley currently serves as a Research Analyst at Fullerton College supporting Student Equity and Student Success and Support Program (SSSP). In this role, she provides assistance to programs, helping them most effectively gather, analyze and report on program outcomes and related data. Prior to joining Fullerton College, she led evaluations on several human services and education programs. Further, she has provided technical assistance on program evaluation topics to non-profit organizations and early childhood and elementary educators. She earned a bachelor’s degree in psychology at California Polytechnic State University, San Luis Obispo, and a master’s degree in public health at the University of San Francisco.
Approaching work through an equity-lens requires individuals, programs, faculty, and administrators to understand which subgroups experience disproportionate impact. Specifically, we must take a step back and realize that while the majority of students may be succeeding, there are specific students and subgroups that are not. The work of the student equity plan and disproportionate analysis is to identify which subgroups of students are not succeeding and why. This involves taking a critical look at policies, practices, and processes to identify which, if any, have a greater negative impact on certain subgroups.