Monday Mystery Element!  Please read over the instructions…we will start the Catalyst once the bell rings.  Every Monday only, you will learn about another element following these steps… 1. Write down 3 interesting facts from Ms. Stroh in boxes on Weekly Worksheet (facts will written on projector) 2. Silently, write a Hypothesis (guess) on line above fact boxes - What element do you think it is? 3. Write the Actual element on line above fact boxes after discussion with Ms. Stroh

 Interesting Facts: 1. This element is colorless. 2. This element is needed for combustion. 3. This element makes up 21% of the earth’s atmosphere. Now, make a Hypothesis silently! Monday Mystery Element!

 Interesting Facts: 1. This element is colorless. 2. This element is needed for combustion. 3. This element makes up 21% of the earth’s atmosphere. Monday Mystery Element! OXYGEN!

Today’s Agenda  Catalyst  GEE Pre-Test  Grade Test  Exit Question

Today’s Objectives  SWBAT take pre-test to assess their initial knowledge and skills.

Exit Question  How do you feel about the test you took today?

Group 3 White Board Group 6 Group 9 Group 2 Group 5 Group 8 Group 1 Group 4 Group 7 Door into class LR Please sit in the same groups as last week. However, please make sure you are in a group. (You may move to do so.) Homework out on desk please!

Monday Mystery Element!  Please read over the instructions…we will start the Catalyst once the bell rings.  Every Monday only, you will learn about another element following these steps… 1. Write down 3 interesting facts from Ms. Stroh in boxes on Weekly Worksheet (facts will written on projector) 2. Silently, write a Hypothesis (guess) on line above fact boxes - What element do you think it is? 3. Write the Actual element on line above fact boxes after discussion with Ms. Stroh

 Interesting Facts: 1. This element is colorless. 2. This element is needed for combustion. 3. This element makes up 21% of the earth’s atmosphere. Now, make a Hypothesis silently! Monday Mystery Element!

 Interesting Facts: 1. This element is colorless. 2. This element is needed for combustion. 3. This element makes up 21% of the earth’s atmosphere. Monday Mystery Element! OXYGEN!

Today’s Agenda  Catalyst  What is the Achievement Gap?  Learning Through Graphs  Poster Work Time  Exit Question

Today’s Objectives  SWBAT define the achievement gap.  SWBAT articulate their relationship to the achievement gap.  SWBAT describe the achievement gap by interpreting graphs and making informative posters.

Expectations?!?!?!?!  What are Ms. Stroh’s 3 Class Expectations?

Binders  Who has their binder???

DISCLAIMER (Warning):  Today’s lesson will probably fill you with a lot of different emotions, including anger and sadness  Before you stop listening because you find yourself angry or disappointed, listen and remain engaged through the entire lesson – your ideas/emotions might change  I’m teaching this because I want to be real with you – I want you to know the facts – I want you to feel like you have an OPPORTUNITY to CHANGE things

What is the Achievement Gap  The Achievement Gap is the difference in success levels between different groups of young people, such as the difference between:  White students and students of color  High-income students and low-income students  Students in developed (first-world) countries and students in developing (third-world) countries

Why is it called a GAP?  There is a BIG GAP (difference) between the success of students from wealthier households and the success of students from poorer households  Many times this also correlates to a difference between white students and students of color (minorities)

How is the Achievement Gap measured? 1. Standardized Test Scores (LEAP, GEE, ACT, End of Course Exams) 2. Grade Point Average (GPA) 3. High school drop out rates 4. College enrollment rates 5. College completion rates

Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, “A” Work in Poor Schools Would Earn “C”s in Affluent Schools

Interpretation of Graph  Question: Is an “A” worth the same in high- and low-income schools?  Conclusions: On average, “A” students at low-income schools would be “C” students in high-income schools.  Future Experiments: Collect data about students in medium-income schools.

2007 National Assessment of Educational Progress 4 th Grade Math Stats NAEP Data Explorer, NCES

Interpretation of Graph  Question: Does race/ethnicity affect 4 th grade math proficiency?  Conclusions: Race/ethnicity does affect 4 th grade math scores. Minority students are less likely to achieve advanced proficiency than white students.  Future Experiments: Collect data about more students in different states and subjects.

Now it’s your turn! 1. With your group, analyze your graph. 2. On scratch paper, answer the two questions that go along with your graph. 3. Ask Ms. Stroh to check over them to make sure your group is on the right track. 4. Make mini-poster: Tape graph onto paper and write the final draft of your answers to the two questions. 5. After we are all done, it’s Gallery Walk time! NEW PROCEDURE ALERT!!!!!!! When doing group work, keep your voice low enough so that ONLY the person/people in your group can hear you.

Gallery Walk  Leave your graph on your group’s desks  You will walk around to each group to look at all the graphs  You will have 5-6 minutes to look at all graphs  I encourage you to talk about what you see with your groupmates.

To describe how minority/poverty are related?

2008 National Assessment of Educational Progress 8 th Grade Reading Stats NAEP 2008 Trends in Academic Progress, NCES *Denotes previous assessment format

Utah’s Gap Regarding Income Level 8 th Grade Math Stats

Source: 2002 NCAA Division I Graduation Rates Report College Freshman Graduating from Division I Colleges Within Six Years, 2002 Stats

ACT Scores: Louisiana vs. The Nation

Success of KIPP Adelante Preparatory School (Charter vs. Non-Charters)

Quality of Teachers in Low- and High- Performing Schools

What the research says…  The research is not 100% clear about the ultimate causes of the achievement gap…  There are however, many theories that keep coming up in research…

Possible Causes of the Achievement Gap 1) It is difficult to retain good teachers at low- income schools 2) Low-income schools get less funding per student than high-income schools 3) Students reject Achievement Ideology (he idea that working hard in school will pay off in having a better job or having greater social mobility)

So, what can YOU do?  Own your own education!  Take 2 minutes to answer this question in your notes…  Think of a time when you started a new sport or activity. What was the activity? Did you find it difficult when you began? What did you do to improve?  Achieving in class works the same way!

For real?  Key point #1: Fixed intelligence is the belief that how smart you are is set at birth  Smart kids will always be smart  Low-performing kids will always be low- performing  Key point #2: Malleable intelligence is the belief that you can work hard to get smart  Failure is only result of poor preparation  Mistake = learning opportunity

The Achievement Gap is Closing?

Malleable Intelligence  Academic success can be improved!  The Achievement Gap can be closed! This cycle can be broken!

Housekeeping…. CLASS POINTS???? GROUP TICKETS????

Exit Question 1. What is the achievement gap? 2. How does the achievement gap make you feel? What do you think YOU can do to change it?