Transcript The National Center for Culturally Responsive Educational

The National Center for Culturally
Responsive Educational Systems
Addressing Disproportionality:
From Planning to Action
Dr. Edward Lee Vargas, Superintendent
Hacienda La Puente Unified School District
City of Industry, California
[email protected]
Data For This Presentation Provided in Part by:
The Education Trust
www.edtrust.org
Washington, DC: 202-293-1217
Oakland, CA: 510-465-6444
The College Board
Expanding College Opportunity
www.collegeboard.org
Hacienda La Puente Unified School
District
City of Industry, CA
www.hlpusd.k12.ca.us
Responsibility Versus Accountability

Accountability - to count, compute
(something done to schools)

Responsibility - to respond,
obligation, duty (an internal drive for
continuous improvement)
Of Every 100 White
Kindergartners:
93
Graduate from High
School
65
Complete at Least
Some College
32
Obtain at Least a
Bachelor’s Degree
(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
Obtain at Least a
Bachelor’s Degree
(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 Latino
Kindergartners:
from High
63 Graduate
School
32
Complete at Least
Some College
at Least a
11 Obtain
Bachelor’s Degree
(24 Year-Olds)
Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States;
March 2000, Detailed Tables No. 2
NAEP By Race, Ethnicity
4th Grade Reading 2002
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
13
28
15
22
41
29
29
35
60
Black
56
Latino
37
33
49
Native
25
30
White
Asian
Prof/Adv
Basic
Below Basic
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
By Family Income
4th Grade Reading 2002
17
42
30
35
54
23
Poor
Not Poor
Prof/Adv
Basic
Below Basic
NAEP 8th Grade Mathematics
Race, Ethnicity 2000
100%
90%
80%
70%
60%
50%
40%
30%
20%
10%
0%
5
27
68
Black
9
31
60
Latino
12
34
40
38
43
35
23
25
White
Asian
50
Native
Prof/Adv
Basic
Below Basic
Most Accountability
Systems are Designed to
Pull the Bottom Up,
Including No Child Left
Behind
Dispelling the Myth in Student
Achievement
There is a data base of
high-performing,
high-poverty,
high-minority
schools in nearly
every state
Source: www.edtrust.org
90-90-90 Schools
 90%
high poverty
 90% students ethnic minority
 90% meeting or exceeding high
academic standards
Source: Accountability in Action by Douglas Reeve, Center for Performance Assessment,
Denver, Colorado www.makingstandardswork.com/ResourceCtr/books
MARYLAND
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.
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.
Aldine, TX: Raising Achievement
for All While Narrowing Gaps
97%
96%
92%
Passing TAAS math test
100%
75%
50%
72%
55%
42%
25%
0%
1994 1995 1996 1997 1998 1999 2000 2001 2002
African American
Latino
White
Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 2001.
How well are we preparing our
students to achieve at higher
levels? YISD?
Disproportionality in
Opportunities to Learn at higher levels
Produces Disproportionality in
Student Achievement at higher levels
….L.DelGiudice
Some students will indeed fail intellectually
rigorous courses. But, it turns out that fewer will
fail the more difficult courses than in the low-level
courses in which we typically warehouse them…
it holds true even when comparing pass rates of
the lowest achievers.
Thinking K-16: A New Core Curriculum for All. Ed Trust, Volume 7, Issue 1,
Winter 2003 p. 17
NCLB is designed to pull
the bottom up
What about once they get
there and the middle and
the top?
Hacienda La Puente USD
District Ethnicity 2002-2003
100.00%
90.00%
80.00%
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
72.60%
14.10%
0.40%
American
Indian or
Alaska
Native
Asian
0.40%
2.10%
Pacific
Islander
Filipino
2.80%
Hispanic
or Latino
7.40%
African White (not
American Hispanic)
Opportunity To Learn
 Student
enrollment in challenging
coursework should be at least
equitable relative to the ethnic
composition of a school district
Challenging Coursework
 Advanced
Placement Courses
 Honors Courses
 A-g Requirements for UC Eligibility
(California)
 International Baccalaureate Programs
The Road to College





A-G high school course requirements to gain
admission to UC System.
PSAT- assesses skills developed through years of study
in a wide range of courses as well as through
experiences outside the classroom.
SAT - an objective, standardized, three-hour test that
measures verbal and mathematical reasoning abilities
that students develop over time, both in and out of
school. Many colleges and universities use the SAT for
admission purposes because it helps to predict
successful performance in college.
AP- Offers 34 college-level courses in 19 subject areas.
College Going Culture Programs
Who is in the College-Going
Pipeline?
SAT Participation
2500
2000
1500
1000
500
0
Cohort entering HS
Seniors taking SAT
SAT Participation – by Ethnicity
100%
80%
60%
40%
20%
0%
Hacienda La Puente
Unified School District
As
A
m ian
er
ic
an
La
ti n
o
W
hi
te
N
O
o
R the
es
po r
ns
e
Af
ri c
an
N
at
iv
e
A
m
er
ic
an
SAT 573
1,400
1,200
1,000
800
600
400
200
0
SAT I Test
Takers
PSAT/NMSQT
Sophomore
Test Takers
PSAT/NMSQT
Junior Test
Takers
# of AP Tests
Taken
AP Test
Takers
PSAT, SAT, & AP Participation
1999
2000
2001
2002
2003
PSAT, SAT, & AP Participation
1,400
1,200
1,000
800
600
400
200
0
Freshmen
P
Te
st
s
T.
..
AP
I
T
SA
Juniors
of
A
#
PS
AT
/N
M
SQ
T
Sophomores
Seniors
PSAT, SAT, & AP Participation –
by School
350
300
SAT
AP
250
PSAT/NMSQT
200
150
100
50
0
Glen A Wilson
HS
La Puente HS
Los Altos HS
Valley HS
Workman HS
PSAT, SAT, & AP Participation –
by High School Level
2000
1800
1600
1400
1200
Enrollment
1000
PSAT/NMSQT
800
600
400
200
0
Juniors
Sophomores
Freshmen
PSAT, SAT, & AP Participation –
by Ethnicity
100%
80%
60%
40%
20%
0%
Hacienda La Puente
Unified School District
As
A
m ian
er
ic
an
La
ti n
o
W
hi
te
N
O
o
R the
es
po r
ns
e
Af
ri c
an
N
at
iv
e
A
m
er
ic
an
PSAT/NMSQT 963
AP Participation
How do you identify AP Students?
AP Participation – by Ethnicity
100%
80%
60%
40%
20%
0%
Hacienda La Puente
Unified School District
As
A
m ian
er
ic
an
La
ti n
o
W
hi
te
N
O
o
R the
es
po r
ns
e
Af
ri c
an
N
at
iv
e
A
m
er
ic
an
AP 725
PSAT, SAT, & AP Participation –
by Ethnicity
100%
80%
60%
40%
20%
0%
Hacienda La Puente
Unified School District
SAT 573
As
A
i
m an
er
ic
an
La
ti n
o
W
hi
te
N
O
o
R the
es
po r
ns
e
Af
ri c
an
N
at
iv
e
A
m
er
ic
an
AP 725
PSAT/NMSQT 963
AP Class Enrollment

The following 6 slides provide examples of Fall
2004 AP class enrollment by ethnicity
100
90
80
70
60
Hacienda La-Puente USD
50
Biology
40
30
49 test takers
20
10
To
ta
l
ac
k
Bl
As
ia
n
La
tin
o
W
hi
O
te
th
er
et
hn
No
ic
R
es
po
ns
e
Am
er
ica
n
In
di
an
0
80
70
60
50
Hacienda La-Puente USD
40
Calculus AB
30
20
89 test takers
10
A
W
hi
te
La
tin
o
la
ck
B
si
an
A
O
th
er
et
hn
N
ic
o
R
es
po
ns
e
m
er
ic
an
In
di
an
0
100
90
80
70
60
Hacienda La-Puente USD
50
Calculus BC
40
30
20
40 test takers
10
W
hi
te
La
tin
o
ac
k
Bl
As
ia
n
O
th
er
et
hn
No
ic
R
es
po
ns
e
Am
er
ica
n
In
di
an
0
100
90
80
70
60
Hacienda La-Puente USD
50
Physics B
40
30
55 test takers
20
10
Am
W
hi
te
La
tin
o
ac
k
Bl
As
ia
n
O
th
er
et
hn
ic
er
ica
n
In
di
an
0
100
90
80
70
60
Hacienda La-Puente USD
50
Spanish language
40
30
143 test takers
20
10
W
hi
te
La
tin
o
ac
k
Bl
As
ia
n
O
th
er
et
hn
No
ic
R
es
po
ns
e
Am
er
ica
n
In
di
an
0
100
90
80
70
60
Hacienda La-Puente USD
50
Spanish literature
40
30
38 test takers
20
10
W
hi
te
La
tin
o
ac
k
Bl
As
ia
n
O
th
er
et
hn
No
ic
R
es
po
ns
e
Am
er
ica
n
In
di
an
0
What is valuable about the AP Program?
What is VALUED in regards to the
AP Program?
50% FG
Average 1.1 pts. Per
game
46% FG (97-98)
Average 28 pts. Per
game
Developing a CollegeGoing Culture
2000 Met Life Survey





71% of students plan to attend a four-year
college
51% of parents believe their children will go
to college
32% of teachers think their students will go
to college
5% of students anticipate working full-time
after high school
11% of parents and 28% of teachers see
working full-time after high school as their
goal for their children and students
Source: The Metropolitan Life Survey of The American Teacher, 2000: Are We Preparing Students for the 21 st Century?
The Importance of Rigor
Transcript Study: single biggest
predictor of college success is
QUALITY AND INTENSITY
OF HIGH SCHOOL
CURRICULUM
Cliff Adelman, Answers in the Tool Box, U.S. Department of Education.
Most High School Grads
Go On To Postsecondary Within 2
Years
Entered Public 2-Year
Colleges
Entered 4-Year Colleges
Other Postsecondary
Total
26%
45%
4%
75%
Source: NELS: 88, Second (1992) and Third (1994) Follow up; in, USDOE, NCES, “Access to
Postsecondary Education for the 1992 High School Graduates”, 1998, Table 2.
College Freshmen Not Returning
for Sophomore Year
4 year Colleges
26%
2 year Colleges
45%
Source: Tom Mortensen, Postsecondary Opportunity, No. 89, November 1999
But college prep
curriculum has
benefits far beyond
college.
Students of all sorts
will learn more...
They will also fail less
often...
Challenging Curriculum Results in Lower Failure Rates,
Even for Lowest Achievers
Ninth-grade English performance, by high/low level
course, and eighth-grade reading achievement quartiles
47
Percent Earning "D" or "F"
50
31
23
16
0
Quartile I (Lowest)
College Prep
Quartile 2
Low Level
Source: SREB, “Middle Grades to High School: Mending a Weak Link”. Unpublished Draft, 2002.
And they’ll be better
prepared for the
workplace.
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;
Leading districts,
states making college
prep the default
curriculum.
“A-g” Courses
A sequence of high school courses is required by
the University of California for high school
students to be minimally eligible for admission.
Percent of High School Students
Enrolled in College-Prep A-G
Classes: Fall 2003




English: 91.5%
Math: 82.2%
Science: 64.6%
Visual and Performing Arts: 96.6%
Algebra I
STAR Algebra I CST 2002-2003 to 2003-2004
Percent of Students Scoring in Each Proficiency Level
Algebra I: Gr. 8: 574
(’04)
Algebra I: Gr. 9:
1198 (’04)
02-03
03-04
STATE
02-03
03-04
STATE
Advanced
34%
20%
8%
2%
2%
1%
Proficient
24%
24%
27%
25%
13%
14%
Basic
26%
27%
27%
35%
23%
29%
Below Basic
15%
23%
30%
28%
48%
43%
Far Below
Basic
1%
6%
8%
10%
14%
13%
Algebra I: Gr. 10:
948: (’04)
Algebra I: Gr. 11:
512 (’04)
Algebra I: EOC
02-03
03-04
STATE
02-03
03-04
STATE
02-03
03-04
STATE
Advanced
1%
0%
0%
0%
0%
0%
9%
4%
3%
Proficient
8%
6%
6%
3%
3%
4%
16%
12%
15%
Basic
27%
23%
23%
24%
15%
18%
29%
22%
26%
Below Basic
49%
53%
52%
44%
59%
55%
34%
47%
42%
Far Below
Basic
15%
17%
19%
28%
23%
23%
13%
15%
14%
Grades 8 & 9 outscore the State in percent scoring Advanced & Proficient.
Algebra I Test-Takers Double
Year
2002-2003
2003-2004
Number
Tested
1652
3232
HLPUSD Algebra I
End of Course
02-03
03-04
STATE ‘04
Advanced
9%
4%
3%
Proficient
16%
12%
15%
Basic
29%
22%
26%
Below
Basic
34%
47%
42%
Far Below
Basic
13%
15%
14%
What Are We Doing?
Executing What We
Know About The
Places that are
Improving Results
School Effectiveness Literature

Leadership First

Unity of Purpose

High expectations

Continual
Professional Growth

Safe, caring &
orderly environment




Powerful teaching
practices
Supportive school
culture
Frequent
monitoring of
student progress
Strong Parent and
community
involvement
Business Literature
Good to Great, Built to Last
Why some companies make the leap, other don’t…


Level Five
Leadership
First Who, Then What

(Focus on best, be
passionate & understand
economic engine)
(get right people on the bus, 
wrong off)

Confront the Brutal
Facts (Yet Never loose
faith)
Hedgehog Concept
Technology
Accelerators (never
primary)

Flywheel &
Doomloop (never one
fell swoop)
Kinder to College
Visualizing a Future
 All District Kindergartners go to College
 Annual visits to Mount San Antonio
College and CSU’s
 Parents and Teacher Workshops
 Parent Education Classes
 Pictures to Remind Students and Parents

AVID






AVID is an acronym that stands for Advancement Via
Individual Determination.
In-school academic support program for grades 5-12
that prepares students for college eligibility and
success.
Places academically average students in advanced
classes.
Levels the playing field for minority, rural, low-income
and other students without a college-going tradition in
their families.
For all students, but it targets those in the academic
middle (B, C, and even some D’s).
School wide and District wide.
GEAR UP






Gaining Early Awareness and Readiness for
Undergraduate Programs
A federal program designed to better prepare
middle and high school students for college
through
Mentoring programs and scholarships
New academic preparation
Awareness programs for students and parents
District Partnership with Cal Poly Pomona
Statistics Supporting the Need for GEAR UP


High-achieving students from low-income families
are five times as likely not to attend college than
high-achieving students from high-income families
[NELS 1998]
In a recent survey, almost 70% of parents indicate
that they have little information or want more
information about which courses their child should
take to prepare for college, and 89% of parents
want more information about how to pay for
college, including the use of tax credits. [Gallup,
High School Career Academies








University Academies
Science Academy
Law Enforcement
Engineering
Performing Arts
Business Academy
Health Academy
Teacher Academy (Cal Poly)
Element 1:
They Make No Excuses.
Everybody Takes Responsibility
for Student Learning.
They Do:
Hold expectations high for themselves and
their students
 Embrace meaningful standards and
assessments as valuable benchmarks and
leverage points;
 Accept the need for public accountability
for results;
 View poverty and other traditional
demographic obstacles as barriers that can
be surmounted; and, most important...

They Do…
Look holistically at the system, Pre-K - 16
 Build SYSTEMS to support teachers,
administrators, parents and students themselves
to move toward higher standards and levels of
performance
 Ensure these systems leave nothing about
teaching and learning to chance.

Element 2:
They Have Clear and
Specific Goals For What
Students Should Learn
in Every Grade Level
Element 3:
All Students in
Curriculum Carefully
Lined Up With Those
Goals
Element 4:
They are data driven
and monitor student
progress regularly.
High Performing Districts:





Use data and information to drive instruction as
opposed to past practice and tradition
District-wide benchmark or snap-shot assessments,
at least every 6-9 weeks;
Test Item banks on which teachers may draw in
building their own assessments;
Support for teachers to learn more about assessment
strategies; and,
Creation of vehicles for teachers to meet together to
discuss assignments and student work.
Element 5:
Leading Districts,
States Provide Extra
Instruction for
Students Who Need It
High Performing Districts also ACT on
results from benchmark assessments
If data show that student isn’t achieving,
student gets extra/different support;
 If data show that many students in one
classroom aren’t achieving, teacher gets
extra support.
 If data suggests instruction is not working,
it’s jettisoned
 Instruction is differentiated and based on
effective proven practices.

When Kids Are Behind, Schools Must
Provide More Effective Instruction and
Support:
Extended time for struggling students in
high-poverty schools
 Extra dollars and additional/different
resources
 New more powerful instructional strategies
 Powerful staff development
 Parent involvement support
 Data-based decision making

Element 6:
Good Teaching
Matters More Than
Anything Else
Plan of Action






Increase Awareness of Disproportionality in
Most Rigorous Curriculum
Provide Data and Information to Create a
Sense of Urgency
Develop a Local Plan of Action with College
Bound Programs District Wide (Avid/Gear
Up/Academies, etc.) Scale Up
Include Full Access to PSAT for ALL Students
Utilized AP Predictors to Recruit Students
Increase Enrollment/AP/Honors/IB Classes/
District wide
Plan of Action (Cont’d)






Annually Increase the Number of Students Taking A-G
Requirements
Provide Vertical Articulation Between Feeder Schools to
Ensure Proficiency all grade levels
Effective Staff Development for AP/Honors/IB
Integrated into Existing School Reform Efforts
Expand Accountability Framework with Annual Targets
for Improvement in College Bound Culture Development
Accountability and Responsibility Presentations by
Principals
Focus on Equity and Excellence for ALL
Eliminating
Disproportionality in Student
Achievement at Higher Levels
Means Eliminating
Disproportionality in the
Opportunities to Learn at
Those Higher Levels
“The danger for most of us in
our lives is not that we set our
sights too high and miss them,
but that we set them to low
and meet them”
…Michelangelo