Academic Achievement Gap December 2, 2004

What is the achievement gap? Correlation between race, and or poverty and low academic achievement

-Closing the Achievement Gap The Roots of the Gap “…while the achievement gap formally appears as early as kindergarten, assessments have shown that a sizable gap can be found in young children before they start school. (Kober, 2001)” -Closing the Achievement Gap

The History 1966 James Coleman 1970 NAEP 1983 A Nation At Risk 1988 High water mark 1990 The Bell Curve, Hernstein and Murray 1998 ECLS-K NCLB 2001

The gap varies geographically The gaps are widest in the Midwest and Northeast.

Closing the Achievement Gap, 2003 Urban Problem “…dimensions of the gap transcend the conditions found in urban schools.” Closing the Achievement Gap, 2003

-Closing the Achievement Gap, 2003 Poverty or Race “Even within the same schools middle class black students tend to score lower on achievement tests than whites.” -Closing the Achievement Gap, 2003

How is it measured? Standardized Testing ITBS/ ITED Gifted and Talented, Special Education AP and Advanced course enrollments Graduation Rates College Going Rates College Completion Rates Graduate School Admissions Income Levels

Why ? Parent Involvement Teacher Expectations Teacher Race TV Test Bias Curriculum OTL Stereotype Threat Books in the Home

Achievement Gap National Data National Thoughts on Strategies Des Moines Data Des Moines Strategies Des Moines Plans

Where Are We Now? NAEP 8th Grade Mathematics All Students 2000

NAEP 8th Grade Mathematics 2000

NAEP 8th Grade Math Performance 2000

Gaps Narrow, Then Hold Steady or Widen: NAEP Math Scores, 13 Year-Olds Source: US Department of Education, National Center for Education Statistics. NAEP 1999 Trends in Academic Progress (p. 108) Washington, DC: US Department of Education, August 2000

Gaps Narrow, Then Mostly Widen NAEP Reading, 17 Year-Olds Source: US Department of Education, National Center for Education Statistics. NAEP 1999 Trends in Academic Progress (p. 107) Washington, DC: US Department of Education, August 2000

Too Few 17 Year-Olds Demonstrate Strong Reading Skills African American Latino White Learn from Specialized Materials 1% 2% 8% Understand Complicated Information 17% 24% 42% Make Generalizations 95% 97% 98% Source: USDOE, NCES, 1999 NAEP Summary Data Tables

Too Few 17 Year-Olds Demonstrate Strong Math Skills African American Latino White Multi-step Problems 1% 3% 10% Moderately Complex 27% 38% 70% Numerical Operations 89% 94% 99% Source: USDOE, NCES, 1999 NAEP Summary Data Tables

African American and Latino 17 Year Olds Do Math at Same Levels As White 13 Year Olds Source: NAEP 1999 Long Term Trends Summary Tables (online)

African American and Latino 17 Year Olds Read at Same Levels as White 13 Year Olds Source: Source: NAEP 1999 Long Term Trends Summary Tables (online)

Not surprisingly, these patterns are also clear in graduation and college entry rates Education Trust

Students Graduate From High School At Different Rates Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States: March 1998 (p. 20-513), Detailed Tables No. 2

Highest Achieving Low-Income Students Attend Postsecondary at Same Rate as Bottom Achieving High Income Students Source: NELS: 88, Second (1992) and Third Follow up (1994); in, USDOE, NCES, NCES Condition of Education 1997 p. 64

Of Every 100 White Kindergartners: (24 Year-Olds) Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2

Of Every 100 African American Kindergartners: 87 Graduate from High School 51 Complete at Least some College 17 Graduate from College

Of Every 100 Latino Kindergartners: (24 Year-Olds) Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2

Of Every 100 American Indian/Alaskan Native Kindergartners: (24 Year Olds)

College Graduates by Age 24 Source: Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post Secondary, 1997.

Schools Making Gains

Wrigley Elementary KENTUCKY 78% Low-Income 3rd Highest Performing in State in Reading 6th Highest Performing in State in Writing KENTUCKY

Mount Royal Elementary/Middle, Baltimore, MD 99% African American 73% Low-Income Highest Performing in State on state’s 5th grade Math test. Top 10% of state in 5th grade reading. MARYLAND

Pimlico Elementary, Baltimore, MD 100% African American 94% Low-Income Top 1% in improvement on the state’s 5th grade Math test. Maryland

DC Key Academy 100% African American 81% low-income Founded in 2001 in southeast D.C. In its first year, housed in the basement of a church in Anacostia. Source: “KIPP:Schools” fact sheet from KIPP National office. www.kipp.org

DC Key Academy: First-Year Student Gains Are Double the National Average Source: New American Schools Education Performance Network. Evaluating Success: KIPP Educational Program Evaluation. October 2002. Key Academy gains compare spring 5th grade results to fall pre-test; national gains based on spring 4th to spring 5th.

Hambrick Middle School, Aldine, TX 94% African American and Latino (state = 56%) 85% low-income (state = 50%) Has performed in the top fifth of all Texas middle schools in both reading and math in both 7th and 8th grades over a 3-year period.

Hambrick Middle School, Aldine, TX Source: New York State Department of Education. Analyses by Student Subgroup of School Performance in English Language Arts and Mathematics for Lincoln School in Mount Vernon City School District. March 7, 2002.

Prince Edward County High, Farmville VA (715 students – 55% African American and Latino) Sources: Virginia Department of Education Web site, http://www.pen.k12.va.us/VDOE/Assessment/2002SOLpassrates.html.

Norview High School, Norfolk, VA (1,560 students – 70% African American and Latino) Sources: Virginia Department of Education Web site, http://www.pen.k12.va.us/VDOE/Assessment/2002SOLpassrates.html.

Iowa Cedar Falls Creston Davenport* LeMars Saydel South Tama Breaking Barriers to Learning and Teaching Award, 2004

And some entire states...

4th Grade Math African American Gains Between 1992 and 2000 Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

4th Grade Math Latino Gains Between 1992 and 2000 Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

Differences among states so large that minority and/or poor students in some states outperforming white and/or non-poor students in others.

8th Grade Writing: African Americans in Texas Perform as Well or Better Than Whites in 7 States Source: NCES, National Assessment of Educational Progress

Successful schools, districts, and states a wonderful good news story for public education.

But also contain a lot of lessons on what works...

They Have Clear, High Goals and Consistent Approaches They are relentless in pursuing them They don’t keep changing strategies.

Grade 10 Writing Assignment A frequent theme in literature is the conflict between the individual and society. From literature you have read, select a character who struggled with society. In a well-developed essay, identify the character and explain why this character’s conflict with society is important.

Grade 10 Writing Assignment Write a composition of at least 4 paragraphs on Martin Luther King’s most important contribution to this society. Illustrate your work with a neat cover page. Neatness counts.

Cliff Adelman, Answers in the Tool Box, U.S. Department of Education. Transcript Study: single biggest predictor of college success is the quality and intensity of the high school curriculum Cliff Adelman, Answers in the Tool Box, U.S. Department of Education.

Students of all sorts will learn more...

A Rigorous Math Curriculum Improves Scores For All Students Source: National Assessment of Educational Progress, 1992 Mathematics Trend Assessment, National Center for Education Statistics. NAEP 1992 Trends in Academic Progress (p 113). Washington, DC: US Department of Education. 1994

Students Who Take Algebra Show Greater Gains in Mathematics Achievement Source: “Algebra for Everyone? Benefits of College-Preparatory Mathematics for Students With Diverse Abilities in Early Secondary School,” Educational Evaluation and Policy Analysis, Vol. 22, Fall 2000.

Vocational Students Taking High-Level English Courses Score Higher Source: Bottoms, Gene. “Report of the SREB, High Schools That Work 1998 Secondary Teacher Survey”, SREB, 1998, NAEP Scores.

Low Quartile Students Gain More From College Prep Courses* *Grade 8-grade 12 test score gains based on 8th grade achievement. Source: USDOE, NCES, Vocational Education in the United States: Toward the Year 2000, in Issue Brief: Students Who Prepare for College and Vocation

Take Manufacturing, for example…

Requirements for Tool and Die Makers Four or five years of apprenticeship and/or postsecondary training; Algebra, geometry, trigonometry and statistics; Average earnings: $40,000 per year.

Requirements for Sheet Metal Workers Four or five years of apprenticeship; Algebra, geometry, trigonometry and technical reading;

Auto Mechanics Reading Level- Grade 13 Aviation Mechanics Reading Level- College

Leading districts, states making college prep the default curriculum.

Leading Districts, States Provide Extra Instruction for Students Who Need It

And if you don’t live in a smart state? Many schools, districts finding ways to double, even triple, amount of time spent on literacy, math.

Good Teaching Matters More Than Anything Else

Students who have several strong teachers in a row, will thrive no matter what their family background.

1998 by The Education Trust, Inc.

Most teachers--like most other professionals--can get more and more effective.

Accordingly, smart districts do two important things: Stop drive-by workshops Invest in intensive, focused professional development.

In the meantime, though, we’ve got to work toward a more equitable distribution of teachers.

Poor and Minority Students Get More Inexperienced* Teachers *Teachers with 3 or fewer years of experience. “High” and “low” refer to top and bottom quartiles. Source: National Center for Education Statistics, “Monitoring Quality: An Indicators Report,” December 2000.

High-Poverty Schools Get More Low-Scoring* Teachers *Teachers scoring in the bottom quartile on on SAT/ACT. “High-poverty” schools have 2/3 or more students eligible for reduced-price lunch. Source: Education Week, “Quality Counts 2001,” January 2001.

“By our estimates from Texas schools, having an above average teacher for five years running can completely close the average gap between low-income students and others.” John Kain and Eric Hanushek

Other Research High Quality early childhood education Well prepared experienced teachers Reduce class size in the early grades Equitable representation across tracks in high schools Bridge home and school cultures Find reasons to expect each student to succeed

Other Research, contd. Hold schools and students accountable Support students with tutoring, summer programs and follow-up assistance Desegregate schools and programs within schools Eliminating the Black-White Achievement Gap, Thompson and Quinn

Sonia Nieto,Dept of Teacher Education, UMASS Other Research “To adopt a multicultural basal reader is far easier than to guarantee that all children will learn to read…to train teachers in a few behaviors in cultural awareness or curriculum inclusion is easier than to address widespread student disengagement in learning.” Sonia Nieto,Dept of Teacher Education, UMASS

Other Research Look at the sociopolitical context of education and school policies and practices

Sociopolitical Context Societal ideologies Government policies and mandates School finance

School Policies and Practices Curriculum Pedagogy Tracking Testing Discipline Hiring

Troubling Questions Who is taking calculus? (12% v. 6.6%) Which classes meet in the basement? Who is teaching the children ? Experience, preparation Race, ethnicity Teachers’ influence

Teachers’ Influence …The proof is growing that all teachers-regardless of race, ethnicity, or gender-who care about, mentor,and guide their students can have dramatic influence on their futures, even when these students face tremendous barriers related to poverty, racism, and other social ills.” Sonia Nieto

Des Moines Data

Measures of Student Data Used to Demonstrate Achievement Gaps Standardized Test Scores ITBS College Preparatory Course Enrollment and AP Course Enrollment and AP Test Passing Rates Graduation Rates ACT Scores

Standardized Test Scores by Language Fluency

Standardized Test Scores by Ethnicity

Standardized Test Scores by Ethnicity

Standardized Test Scores by Ethnicity

Standardized Test Scores by Ethnicity

Standardized Test Scores by Ethnicity

Standardized Test Scores by Ethnicity

Standardized Test Scores by Income

Graduation Rates by Ethnicity “Graduation Rate” defined as: Number of 12th graders receiving diplomas divided by number of entering 8th graders four years earlier

Standardized Test Scores by Income

Standardized Test Scores by Income

Standardized Test Scores by Income

Standardized Test Scores by Income

Standardized Test Scores by Income

Federal Role Minimize interstate resource differences 1995-96 Mississippi spent $4900 to New Jersey’s $9090 adjusted for cost of living 1996 Mississippi received $590 and New Jersey received $340 Flanagan and Grissmer, The Role of Federal Resources in Closing the Achievement Gap

Federal Role Support sound educational research Improve teacher quality Broaden assessments All Students Reaching the Top, Strategies for Closing Academic Achievement Gaps, NCREL 2004

Colleges and Universities Teacher training focused on research from learning sciences All Students Reaching the Top, Strategies for Closing Academic Achievement Gaps, NCREL 2004

State Level Preparation of School Leaders High quality supplemental education services

Des Moines Strategies Early Childhood Programs All Day Kindergarten Focused Professional Development Class Size Reduction Additional Resources Focus on Literacy Curriculum Alignment Prep Academy

Des Moines Strategies Sisters for Success Minority Achievement Program Collaboration, Partners in Economic Progress Transformational Leadership for Principals Benchmark on the Gap 2000

Gap Plan Focus on African American, and Latino student achievement 80% FRPL Lowest achievement Success transferable

Plan for Progress Input from Multiple Sources Soft Data Hard Data Parents Community Students, focus on success Staff, focus on success Hard Data Test Scores, 1.4 AP Enrollments Suspensions Research

Existence Proof Students Schools Districts No one has brought it to scale

Gap Plan Areas Engage the Community Build Leadership Capacity Quality Teachers Improve District and School Culture Aligned, Rigorous and Engaging Curriculum Address the Needs of Struggling Students Evaluate Current Programs, Focus Efforts Benchmark Districts

-Adam Urbansky, President Rochester AFT Excellence without equity is privilege. Equity without excellence is tokenism. -Adam Urbansky, President Rochester AFT

-Marian Wright Edelman A lot of folks are waiting for Dr. King or Mahatma Ghandi to come back. They are not coming back. We are it. -Marian Wright Edelman