Transcript Narrowing the Achievement Gaps in the Shaker Heights City School District

Narrowing the
Achievement Gaps in the
Shaker Heights City
School District
April 1, 2006
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Causes of the Achievement Gap
• Economic Circumstances
– especially poverty
• Student Mobility
• Education of Parents
• Racial and Ethnic
Prejudice/Discrimination
• Cultural Differences
• Peer Influences
• Teacher Expectations
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Academic Coursework
Preschool
Parenting Practices
Stereotype Threat
Television
Sources : Debra Viadero, Bridging the Gap,
May 1, 2000, Vol. II; number 8; page
30, Education Week and Gordon, E.W.
& Cota-Robles, E.H. (Co-chairs)
(1999). Reaching the Top: A Report of
the National Task Force on Minority
High Achievement. New York: The
College Board
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Achievement Gaps in Shaker
• 4th Grade Proficiency Test Scores
Math 99% white Reading 99%white Writing 98%white
68%Af. Amer
74%Af. Amer
86%Af. Amer
(OH –72%/39%) (OH -77%/48%) (OH -82%/65%)
• One letter grade difference in GPA (grades
7-12)
• 200 point difference on the SAT
• 16%AP enrollment is African American
(34% Honors enrollment)
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Survey Findings
• African Americans watch twice as much television
• Popularity: African Americans - important to be tough
Whites – self confident, outgoing
• Bigger difference in community’s educational levels
• Much higher percentage of African American single
parent households
• Stereotype anxiety evidence in Shaker
• Blacks are more likely to study alone
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SHAKER IS IMPROVING STUDENT
ACHIEVEMENT THROUGH:
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Professional Development
Early Intervention
Extended Learning Time
Parent/Community Involvement
Computer-Assisted Instruction
Student Scholar Groups
Teacher-Led Study Circles
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Professional
Development
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Ron Ferguson’s Conclusions
• Skill deficits more than effort are reason for GPA gap
• Black students report spending as much or more time on
homework
• Attitudes and behaviors predict within race rather than
between race GPA disparities
• AP and honors classes are somewhat isolating for black
students
• Faculty should focus on skills and not oppositional
culture
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John Ogbu’s Recommendations
• Use MAC scholars program for academic
reengagement
• Develop programs for non-MAC members
• Provide study skill training
• Focus on teacher expectations
• Emphasize parental involvement
• Build trust between the school district and
the African American community
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Early
Intervention
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Extended
Learning Time
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Parent/Community
Involvement
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Parent Involvement
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Creating a home study area
Limiting television viewing
Monitoring homework completion
Finding ways to support achievement at home
Knowing resources available in the schools
Forming a home/school partnership
Involving all families in educational process
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Community Speakers
• Role models/successful professionals
from the community discuss the
importance of education and making wise
life decisions
• Career education emphasizes the course
work/co-curricular involvement necessary
to pursue various professions
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Computer-Assisted
Instruction
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Student Programming
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All-day kindergarten for all students
Kindergarten Resource Program
Before and after school tutoring assistance
Challenges Mathematics Initiative and Algebra
Academy (Grades 4-6)
• The MAC (minority achievement committee)
scholars program has been expanded to include
upper elementary and middle school students
• SGORR (student group on race relations) has
been introduced at earlier grade levels
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Student Scholar
Groups
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Teacher-Led
Study Groups
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Study Groups
• Teachers have formed study groups to reduce
the tendency to study in isolation. Fourteen
teachers/administrators are supporting
primarily African American students enrolled
in honors and AP classes
• Faculty members are traveling to homes
and/or the public library to work with
students
• District is carefully monitoring enrollment
and student progress in all classes
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Results
• Improved performance on proficiency
tests, primarily by African-American
students
• Doubled the # of African American sixth
graders scoring proficient in past 3 years
• Black combined SAT scores average 976 –
110 points above the average for African
American students
• 50% increase in AP/Honors enrollment of
black students over past six years
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African-American Enrollment in
Honors & AP
Number of African-American Students Enrolled
in Honors & AP Courses, Grades 9-11
350
300
250
200
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100
50
0
2000-01
2001-02
2002-03
2003-04
2004-05
2005-06
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African-American Enrollment
in Honors & AP
Average # of Honors & AP Courses
Taken Per African-American Student
3
2.5
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1.5
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0.5
0
2000-01
2001-02
2002-03
2003-04
2004-05
2005-06
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Action Plan to Narrow Shaker’s
Current Achievement Gaps
• Continued focus on professional
development, early intervention, extended
learning time, parent/community
involvement, computer-assisted instruction,
student scholar groups, and teacher-led study
circles
• Data driven curricular focus
• District coordinators at the elementary &
secondary levels
• Teacher leaders (all buildings)
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The Shaker Heights City School
District gratefully acknowledges the
ongoing support of its local
residents, community groups, the
PTO, the City of Shaker Heights, the
public library, the Youth Center and
grants from the Cleveland and
George Gund foundations in our
efforts to help all students reach their
maximum potential.
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