Transcript Culturally Competent Instructional Strategies and

What’s Race Got To Do With It?
Looking at student achievement data through
the racial lens
Equity Alliance
Phoenix, Arizona
February 17, 2010
Session Outcome
Participants will be able to:
Use research-based practices to engage
school districts/school communities/grade
level teams in the interpretation of
standardized and classroom data to
improve instructional practices.
Here’s what today will look like:
Personal Cultural History
Data Analysis through the racial lens
Q and A
Personal Cultural History
Choose 3
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Race
Region
Religion
Gender
Language
Age
Socioeconomic Status
Data helps us to do many things in
schools; understand where we are, define
where we want and need to go, and
measure progress along the way.
(Holcomb, 2004, p. xv)
MSA Proficiency Levels
Grade 3 Mathematics
Everybody Achieves ES
Advanced 19.4%
23.7% 24.8%
Proficient
55.3%
57.7%
54.8%
Basic
25.3%
18.6%
20.4%
2007
2008
2009
MSA Proficiency Levels
Grade 3 Mathematics
90
80
70
60
Students
Students
Students
Students
50
40
30
20
10
0
Advanced
Proficient
Basic
MSA Proficiency Levels
Grade 3 Mathematics
90
80
70
60
Asian
White
Afr Am
Latino
50
40
30
20
10
0
Advanced
Proficient
Basic
MSA Proficiency Levels
Grade 3 Mathematics
Advanced
Proficient
Basic
Hispanic
6/31
18/31
7/31
African
American
5/25
13/25
7/25
White
15/35
17/35
3/35
Asian
1/4
2/4
1/4
Who Needs to Move?
Hispanic 18/31 –
African 13/25 –
American
Rosa
Jamal
White
3/35 – David
Asian
1/4 –
Tina
Leaders must come to grips with the reality that
there are some staff members reluctant to use
data:
Lack of proper training and/or time
Feast or famine
Fear of evaluation and/or exposure
Confusing a technical problem with
a cultural problem
Session Outcome
Participants will be able to:
Use research-based practices to engage
school districts/school communities/grade
level teams in the interpretation of
standardized and classroom data to
improve instructional practices.
The Golden Question
How do I get started?
First, examine your own beliefs about students’
academic potential.
Next, help your school community face it’s problems and
come up with a strategic plan of how to address each
problem. PRIORITIZE!
Finally, make the consistent use of disaggregated data a
non-negotiable for your entire school community.
The key here is not the kind of instruction
but the attitude underlying it. When
teachers do not understand the potential
of the students they teach, they will
underteach them no matter what the
methodology.
Lisa Delpit, author of Other People’s Children
Questions
Resources
Bernhardt, V. (2004). Data analysis for continuous school improvement. New
York: Eye on Education.
Gay, G. (2000). Culturally responsive teaching: Theory, research and practice.
New York: Teachers College Press.
Holcomb, E. (2004). Getting excited about data: Combining people, passion,
and proof to maximize student achievement. California: Corwin Press.
Lindsey, R.B., Roberts, L. M., CampbellJones, F. (2005). The Culturally
Proficient School: An implementation guide for school leaders. Thousand
Oaks, CA: Corwin Press.