Transcript The achievement gap the opportunity gap and latinos

Sam Axelrath
• Latinos or Hispanics are the fastest-growing minority
group in the United States.
• More than 1
. . . of every two people added to the nation's
population between July 1, 2008, and July 1, 2009,
was Hispanic.
• “Latino students make up
over 20% of the prekindergarten-throughhigh-school students in
the United States...”
• “… but only about half
earn their high-school
diploma on time.”
• Arne Duncan, U.S. Secretary of
Education
Hispanic Population (2000)
12.50%
Non-Hispanic
Hispanic
87.50%
Hispanic Population (2010)
16%
Non-Hispanic
Hispanic
84%
• This growth
accounted for over
half total population
increase
Hispanic Population (2050)
30%
Non-Hispanic
Hispanic
70%
90.00%
80.00%
70.00%
60.00%
50.00%
Overall
Hispanic
40.00%
Percent meeting WASL
standards (10th Grade
Reading)
30.00%
20.00%
10.00%
0.00%
2006 2007
- 07 - 08 2008 2009 2010
- 09 - 10
- 11
Math 1
70.00%
64.30%
60.00%
50.00%
40.00%
30.00%
Percent proficient in
Math 1
(algebra/integrated
math)
20.00%
10.00%
0.00%
45.60%
37.30%
27.20%
Math 1
• On-time graduation rate in WA (2010-11)
• Combined: 72.4%
Latinos: 47.3%
• Drop-out rate last year in WA
• Combined: 3.3%
Latinos: 7.2%
• More than twice the average for all groups
ELL
• 80% of ELL’s are Hispanic
• 2.5% of ELL teachers possess
degree in ESL/bi-lingual ed.
• ELL’s more likely to live in
poverty, be mobile
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Best Practices
Teach explicit, academic
English throughout the day
Make all staff aware of ELL
needs, not just ESL teachers
Conduct formative
assessments
Create an environment that
supports diversity
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Spending gaps between rich schools and poor schools
“High-track” vs. “Low-track”
Unequal access to quality teachers
Lack of representative teachers
Latino children less likely to attend pre-school than whites
Therefore… Opportunity Gap!!
The Research Says…
1. High expectations and
access to rigorous,
advanced courses
2. Pre-K and After-School
programs
3. Our old friend Relationships!!
High Expectations
• Teachers, Administrators, and
school support systems must
have high expectations for
ALL students.
Access to Rigorous Courses
• ALL students must have access
to courses which prepare
them for post-secondary
opportunities.
Population Served by AVID
AVID Students and College
Math Skills
And finally…
Pre-K Programs
• Research shows lasting
benefits
• Important for children who
are likely disadvantaged
already (less English, less
academic background)
After-School Programs
• Links can made to the school
day, but content is delivered
in different ways
• May help keep kids safe
during the most dangerous
hours for youth: from 3 - 6
PM
Relationships with Teachers
• As role models, teachers of
color are believed to boost
the self worth of students of
color
• Connecting diverse students
to learning
• Behr’s Story
Relationships with Counselors!
• School may be key
counseling resource for
Latinos
• Be sensitive to cultural diversity as it applies to counseling
Latinos
• Be aware of challenges among Latinos and barriers to
counseling
• Individual vs. Group Counseling; Family?
• Assisting with family outreach
Resources:
• Best Practices/Data:
• http://dww.ed.gov/
• http://ies.ed.gov/ncee/wwc/
• http://www.avid.org/index.html
• Hispanic Education:
http://www.nea.org/home/HispanicsEducation%20Issues.htm
• ELL: http://www.ncela.gwu.edu/t3sis/state/washington/
• http://dww.ed.gov/media/EL/ReadingK5/AcademicEnglish/Learn/fla
shoverview/index.htm
• http://dww.ed.gov/Literacy-in-English-K-5/Screen-and-MonitorProgress/learn/?T_ID=13&P_ID=20&intID=249&t=2#tc