091 Equity Initiative Status Indicators_March Lodi Unified School District Equity Initiative Status Indicators Prepared by the Assessment, Research, and Evaluation Department in conjunction with Elementary Education and Secondary Education Departments March 2008

091 Equity Initiative Status Indicators_March Executive Summary  Since the Equity Initiative was expanded district- wide in , the district has narrowed the following gaps between White students and both their African American and Hispanic counterparts: Adequate Yearly Progress (AYP) – California Standards Test (CST) English Language Arts and Mathematics AYP – California High School Exit Exam (CAHSEE) English Language Arts Participation in the Gifted and Talented Education (GATE) program Average number of suspension incidents per student

091 Equity Initiative Status Indicators_March Executive Summary  The district has narrowed the following additional gap between White students and their Hispanic counterparts: AYP – California High School Exit Exam (CAHSEE) Mathematics

091 Equity Initiative Status Indicators_March Executive Summary  The following areas illustrate where gaps appear to have widened over the same time period: CAHSEE-Mathematics achievement gap between White students and African American students AP achievement gap between White students and their African American and Hispanic counterparts

091 Equity Initiative Status Indicators_March Background  As a result of the historical underperformance of African American and Hispanic students, district leadership embarked upon a journey to ensure that all students received an equitable educational opportunity.  The journey formally began with five schools in the school year and was expanded to include all schools beginning in the school year. The five initial schools were Bear Creek High School, Delta Sierra Middle School, Creekside Elementary School, Wagner Holt Elementary School, and Oakwood Elementary School.

091 Equity Initiative Status Indicators_March Background – Student Enrollment  From to , district enrollment – excluding independent charter schools – increased from 28,985 to 30,060 students, an overall increase of 1,075 students. The number of White students decreased from 9,872 to 8,942 students, representing a decrease 924 students. The number of African American students increased from 2,438 to 2,662 students, representing an increase of 224 students. The number of Hispanic students increased from 9,824 to 11,033 students, representing an increase of 1,209 students.

091 Equity Initiative Status Indicators_March Source: California Department of Education

091 Equity Initiative Status Indicators_March Status Indicators  The following status indicators are used by the district to determine it’s progress along the journey towards achieving educational equity: Adequate Yearly Progress (AYP) Report - California Standards Test (CST) results (percent Proficient or above in grades 2-8). AYP Report - California High School Exit Exam (CAHSEE) results (percent Proficient or above in grade 10). Advanced Placement test (AP) results. Gifted and Talented Education (GATE) participation data. Suspension & Expulsion data. Teacher staffing data.

091 Equity Initiative Status Indicators_March Status Indicator: AYP - CST Results (Percent Proficient or Above in Grades 2-8)  From to , the CST achievement gap between White students and their African American and Hispanic counterparts narrowed in English Language Arts and Mathematics. English Language Arts achievement gap:  Decreased 2.6 percentage points between White students and African American students and 1.3 percentage points between White students and Hispanic students. Mathematics achievement gap:  Decreased 5.5 percentage points between White students and African American students and 1.6 percentage points between White students and Hispanic students.

091 Equity Initiative Status Indicators_March

091 Equity Initiative Status Indicators_March

091 Equity Initiative Status Indicators_March Status Indicator: AYP - CAHSEE Results (Percent Proficient or Above in Grade 10)  From to , the CAHSEE achievement gap between White students and their African American (decreased 6.6 points) and Hispanic (decreased 1.7 points) counterparts narrowed in English Language Arts.  During this same three year period, the CAHSEE achievement gap also narrowed in Mathematics by 9.5 points between White students and Hispanic students.  Also, during this same period, the CAHSEE achievement gap between White students and African American students widened by 1.5 percentage points in Mathematics.

091 Equity Initiative Status Indicators_March Source: California Department of Education

091 Equity Initiative Status Indicators_March Source: California Department of Education

091 Equity Initiative Status Indicators_March Status Indicator: AP Results  From to , the AP achievement gap between White students and their African American and Hispanic counterparts widened. The percentage of AP tests taken by White students that received a score (3+) eligible for college credit increased by 4 points – from 57% to 61%, and the number of exams taken increased by 47% – from 389 to 571. The percentage of AP tests taken by African American students that received a score (3+) eligible for college credit decreased by 25 points – from 40% to 15%, and the number of exams taken increased by 13% – from 30 to 34. The percentage of AP tests taken by Hispanic students that received a score (3+) eligible for college credit increased by 1 point – from 49% to 50%, and the number of exams taken increased by 108% – from 107 to 223.

091 Equity Initiative Status Indicators_March Source: CollegeBoard

091 Equity Initiative Status Indicators_March Status Indicator: GATE Participation  From to , the GATE participation gap between White students and their African American and Hispanic counterparts narrowed. Decreased by 4 percentage points (from 60 points to 56 points) between White students and African American students. Decreased by 6 percentage points (from 49 points to 43 points) between White students and African American students.

091 Equity Initiative Status Indicators_March Source: California Department of Education

091 Equity Initiative Status Indicators_March Status Indicator: Suspensions Suspension incidents:  From to , there was a 1 percentage point increase (from 16 points to 17 points) in the over-representation of African American students suspended compared to those enrolled.  There was also a 1 percentage point increase (from 1 point to 2 points) in the under-representation of Hispanic students suspended compared to those enrolled.

091 Equity Initiative Status Indicators_March Source: California Department of Education (Enrollment) and LUSD Technology Services Department (Suspension Incidents)

091 Equity Initiative Status Indicators_March Status Indicator: Suspensions Suspension incidents (continued):  The gap in the average number of suspension incidents per student between White students and their African American and Hispanic counterparts narrowed by.1 points. The gap between White students and African American students decreased from.6 points to.5 points. The gap between White students and Hispanic students decreased from.2 points to.1 points.

091 Equity Initiative Status Indicators_March Source: LUSD Technology Services Department

091 Equity Initiative Status Indicators_March Status Indicator: Expulsions  From to , there was a 2 percentage point increase (from 17 points to 19 points) in the over-representation of African American students expelled compared to those enrolled.  During this same period, Hispanic students went from being 4 percentage points over-represented in expulsions to 4 percentage points under- represented in expulsions, representing an 8 point change.

091 Equity Initiative Status Indicators_March Source: California Department of Education (Enrollment) and LUSD Child Welfare and Attendance Department (Expulsions)

091 Equity Initiative Status Indicators_March Status Indicator: Teacher Staffing  From to , the percentage of White teachers increased by 13 points (from 69% to 82%) and the percentage of White students decreased by 4 points (34% to 30%).  During this same period, the percentage of African American teachers remained unchanged at 1%, and the percentage of African American students increased by 1 point (from 8% to 9%).  Also, during this same period, the percentage of Hispanic teachers increased by 3 points (from 6% to 9%), and the percentage of Hispanic students increased by 3 points (from 34% to 37%).

091 Equity Initiative Status Indicators_March Source: California Department of Education

091 Equity Initiative Status Indicators_March District Equity Team Recommendations & Next Steps  Identify data to highlight and focus on a few areas to share.  Share information with internal and external school communities.  Develop partnerships with other community-based organizations to address equity issues.  Conduct a discussion with secondary administrators about AP student enrollment; establish measurable goals.

091 Equity Initiative Status Indicators_March District Equity Team Recommendations & Next Steps (cont.)  Obtain ethnicity student information data on AVID enrollment.  Further examine staff recruitment and outreach practices.  Involve LEA and LPPA leadership in equity training.