School Enrollment: Historically Marginalized (PI7774)

This metric is intended to capture the number of students from historically marginalized due to race and/or ethnicity groups enrolled at the school as of the end of the reporting period, including both full- and part-time students. Each discrete student should be counted once, regardless of number of courses taken.

These data may be most effectively collected through either school reporting (for private schools) or government reporting (for public schools).

The categorization of historically marginalized groups varies with location and context. With no internationally agreed-upon definition as to which groups constitute historically marginalized due to race and/or ethnicity, if well-established local policies exist (as in South Africa, with the Broad Based Black Economic Empowerment [BBBEE] definition of historically marginalized, or in India, based on backward caste), organizations should refer to these local guidelines to identify groups historically marginalized due to race and/or ethnicity. Otherwise, and wherever appropriate, organizations should provide additional detail regarding their tailored methodology for defining these groups.

This metric is multi-dimensional with regard to the five dimensions of impact. It may help describe the WHO dimension when the stakeholder group represented by the metric is the stakeholder group targeted by the investment or organization. It may also help measure the HOW MUCH Scale dimension, which helps estimate the number of the targeted stakeholders experiencing the outcome. For more on the alignment of IRIS metrics to the five dimensions of impact, see IRIS+ and the Five Dimensions of Impact (https://iris.thegiin.org/document/iris-and-the-five-dimensions/). No single metric is sufficient to understand an impact; rather, metrics are selected as a set across all dimensions of impact. When possible, the selection of metrics to measure and describe the five dimensions should be based on best practice and evidence.