1. Standards The Achievement Gap The Debate Continues

2. SOME BIG QUESTIONS How do standards relate to “thinking-rich classrooms” and “helping all students learn course content”? What is your responsibility as educator in meeting particular standards and meeting the needs of students? What is your responsibility as educator in ameliorating the achievement gap?

4. First… Move to one part of the room based on thoughts on this statement: Standards are necessary for increased learning. Front – agree Back – disagree Why are you positioned where you are?

5. Achievement Gap Position 1: Integration, Title I, and Head Start have been effective and should continue. Position 2: New programs like NCLB needed because old programs are not effective.

6. Danielle Case How do standards affect Danielle? How does standardized testing affect Danielle? How does the achievement gap affect Danielle? What does she need to be thinking about in relation to how she can develop a thinking-rich classroom while keeping in mind issues related to standards, testing, and the achievement gap?

7. Why have standards? Previously – benchmark was level of completion Indicators that US falling behind

8. A Nation at Risk 1983. Alarmist call for better schools “Our Nation is at risk. Our once unchallenged preeminence in commerce, industry, science, and technological innovation is being overtaken by competitors throughout the world.” (¶ 1) “If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war…. We have, in effect, been committing an act of unthinking, unilateral educational disarmament.” (¶ 2).

9. NAEP “The Nation’s Report Card” Started 1969 Only nationally representative and continuing assessment for K-12 students Based on a sample of student population No individual scores; aggregate and by population (e.g. females/males, African- American/ Asian-American/ Caucasian/ Hispanic)

10. NAEP Includes public and private schools Grades 4, 8, 12 Test stays same; stability Reading, Math, Science, Writing, US History, Civics, Arts Levels: basic, proficient, advanced

11. NAEP Reading Results 2002 Based on 270,000 students at 11,000 schools 12 th graders at or above basic or proficient decreased between 1998 and 2002 8 th graders at or above basic was higher than in all previous years Females scored higher than males White and Asian students higher than black and Hispanic

12. NAEP Reading Results 2002 Students attending schools receiving Title I funds scored lower (average) than students attending schools not receiving Title I funds. Students who attended nonpublic schools had higher average scores than students in public schools. Students in “urban fringe/ large town” areas had higher average scores than students in central city or rural areas.

13. No Child Left Behind Re-tooled ESEA 1965 Focuses on Increased funding for poor districts Higher achievement for poor and minority students New accountability measures for students’ progress Dramatically expanding the role of standardized testing in schools

14. NCLB Reform principles Accountability Flexibility Research-based reforms Parental options States test every child in grades 3-8 Some states also have minimum competencies for graduation Funding issues – reading, reform, vouchers

15. NCLB Does not represent national curriculum states Progress met through states setting targets for AYP in math and reading AYP – Goal is to have every student proficient in math and reading by 2014 If AYP not met 1-2 yearsSchool improvement 3 yearsCorrection action 4 yearsPossible restructuring

16. NCLB and Parents Receive report card with scores Scores disaggregated by subgroups based on race, ethnicity, gender, low-income status, disability status, migrant status, ELL (English Language Learners) Professional qualifications of teachers (“highly qualified”) Right to transfer if school failing 3 years

17. The illustrious achievement gap Equal access ≠ equal opportunities. WHY??

18. Barton 1 : Before and beyond school Birthweight Lead poisoning Hunger and nutrition Television watching Parent availability Student mobility Parent participation Reading to young children 1 Barton, P. E. (2004). Why does the gap persist? Educational Leadership, 62 (3), 8-13.

19. Barton 1 : In school Teacher experience and attendance Teacher preparation Class size Technology-assisted instruction School safety Rigor of curriculum 1 Barton, P. E. (2004). Why does the gap persist? Educational Leadership, 62 (3), 8-13.

20. Questions to Continue to Ponder What is your responsibility as educator in ameliorating the achievement gap? What is your responsibility as educator in meeting particular standards and meeting the needs of students?

21. Next Class Diagnostic tools – How can we determine what students need and what readings are appropriate? Vacca and Vacca pp. 40-68 Bring to class a sample reading you may use with your students