State of Student of Color and American Indian Students Presentation September 11, 2009
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State of Student of Color and American Indian Students Presentation September 11, 2009 Association of Metropolitan School Districts St. Paul, MN By: Emmanuel Dolo, Ph. D. Research Director Minnesota Minority Education Partnership Minnesota Minority Education Partnership and Minnesota College Access Network: Vital Community Resources www.mmep.net www.mncollegeaccess.org DEMOGRAPHICS Diversity Expanding Among Students of Color and American Indian Students Representation of Non-English Language Global Regions Among MN K-12 Students Source: Minnesota Department of Education 2007 Poverty and Students of Color and American Indian Students in MN K-12 Public Schools Eligibility for Free and Reduced Lunch Community Students Eligible Percent of Community Eligible Percent of total eligible Population African American 58,818 75% 22% American Indian 12,072 68% 5% Asian/Pacific Islander 27,116 54% 10% Latino 36,740 72% 14% White 130,164 20% 49% Source: Minnesota Department of Minnesota 2008 The Poor and Poverty Rate in Context Tom Gillaspy, State Demographer says: “The poor are those unable to purchase a minimum adequate market basket of goods and services.” Poverty rate in Minnesota is 9.5% Poverty Rate in St. Paul: Below the poverty line = 18.9% Source: City-Data.com What’s at Stake? Why Shall I Care? MN will not be producing enough skilled people to satisfy workforce demands. Adults without college education are less likely to participate in civic activities, volunteer for community organizations, or pay taxes. They are more likely to be unemployed, incarcerated, or in poor health. Source: Learnmoremn.org Poverty Declines As Education Increases 25% Poverty Rate 20% 15% US Mn 10% 5% 0% Less Than high School High School Grad Some College 2005 ACS. Rates for population age 25 and older. Differences significant at 90% confidence Bach Degree Grad or Prof Degree Academic Outcomes Significant Reading Disparities 2008 MCA Reading Results Grades 3, 7, & 10 Percent of Test Takers at Proficiency or Above 3rd Grade 7th Grade 10th Grade White 86% 71% 78% Asian/Pacific Islanders 64% 54% 58% American Indian 66% 44% 48% Latino 53% 39% 42% African-American 55% 37% 36% ELL 42% 22% 23% Source: Minnesota Department of Education Persistent Outcomes Gap – Even with Scores Rising for All Student Groups Third Grade Minnesota Comprehensive Assessment Reading Scale Scores 1999 - 2005 1600 1550 American Indian 1500 Asian/Pacific Islander Hispanic 1450 Black 1400 White 1350 1300 1250 1200 1999 2000 2001 2002 2003 Source: Minnesota Department of Education 2004 2005 What’s at Stake? Why Shall I Care? Minnesota’s competitiveness will diminish as would its quality of life The inequality gap will continue to widen between the affluent and the poor The middle class would shrink Source: MMEP’s Experience and Predictions Significant Math Disparities 2008 MCA Mathematics Results Grades 3, 8, & 11 Percent of Test Takers at Proficiency or Above 3rd Grade 8th Grade 11th Grade White 86% 63% 38% 58% of Asian/Pacific Islanders 80% 62% 31% American Indian 63% 28% 11% Latino 65% 34% 14% African-American 55% 24% 8% ELL 59% 26% 3% Source: Minnesota Department of Education Persistent Outcomes Gap – Even with Scores Rising for All Student Groups Third Grade Minnesota Comprehensive Assessment Math Scores 1999 – 2005 by Ethnicity 1650 1600 1550 American Indian 1500 Asian/Pacific Islander 1450 Hispanic 1400 Black White 1350 1300 1250 1200 1999 2000 2001 2002 2003 Source: Minnesota Department of Education 2004 2005 Serious Disparities in High School Graduation Rates 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 American Indian 37% 40% 42% 41% 41% Asian/Pacific Islander 63% 65% 67% 68% 66% Latino 33% 34% 36% 40% 41% African-American 36% 38% 39% 40% 41% White 77% 79% 80% 80% 80% Source: Minnesota Department of Education Disparities in High School Drop Out Rates White Asian/Pacific Islander 2002-2003 2003-2004 2004-2005 2005-2006 2006-2007 6% 5% 5% 4% 4% 10% 7% 7% 7% 6% 25% 21% 17% 20% 19% 19% 17% 14% 13% 13% 32% 28% 25% 22% 20% American Indian African American Latino Source: Minnesota Department of Education Framework for Addressing Math Disparities Environment as Integrated Context (EIC) is a product of a cooperative of 12 states including Minnesota, premised on the notion of interdisciplinary, collaborative, student-centered, handson and engaged learning. “When I taught the kids math skills measuring, in the classroom, they forgot it. When students had a chance to use these skills on our nature trail, they not only learned better, but could apply and remember the math skills longer.” Kim Flynn –Math Teacher-Jackson County Middle School, Kentucky Aspirations: High across all racial/ethnic communities 2007 Minnesota Student Survey Community Gender White African-American Latino American-Indian Asian/Pacific Islander Combined: "I would like to go to college", and; "..attend graduate school" 9th Grade 12th grade Males 85% 79% Females 94% 92% Males 82% 81% Females 90% 89% Males 75% 73% Females 83% 86% Males 68% 65% Females 77% 82% Males 75% 85% Females 93% 94% Minnesota Department of Education and Minnesota Department of Health 2007 Pursuing Opportunity Percentage of ACT Participation Compared to Enrolled 12th Graders Community Number of Seniors Number of Seniors taking the ACT Percentage of seniors in that community American Indian 1448 239 17% Asian/Pacific Islander 4457 2,133 48% Latino 2925 1,629 56% African-American 6685 812 12% White 59234 35,010 59% Source: Minnesota Office of Higher Education 2008 (ACT) College Readiness English Writing Social Science: College Algebra: Biology (from Science test) All Four Subject Areas 18+ 21+ 22+ 24+ Met all 4 minimum scores American Indian 64% 58% 38% 23% 18% Asian/Pacific Islander 55% 41% 41% 25% 19% African-American 38% 26% 16% 9% 5% Latino 59% 50% 34% 22% 16% White 81% 67% 59% 42% 34% Minimum Score Needed Source: Minnesota Office of Higher Education, 2008 College Participation Rates 100% 90% Minnesota High 80% School Graduate 70% Participaton Rates 60% 50% in Minnesota 40% Postsecondary 30% Education 20% 2002-2006 10% 0% 2002 2003 2004 2005 2006 Asian 57% 59% 55% 56% 60% White 49% 51% 49% 50% 50% African-American 44% 52% 42% 50% 49% American Indian 40% 42% 35% 37% 44% Latino 40% 40% 34% 41% 35% Based on new entering students who graduated from a Minnesota high school the previous spring. Percents = H.S. Graduates within the group. Data are adjusted for missing values. Source: MN Office of Higher Education 2008 Most Students of Color are Likely to Enroll in Two Year Colleges Post-Secondary Particpation by School Type - Fall 2007 White 62% African American 39% Latino 44% Asian Pacific Islander 61% American Indian 47% 0% 38% 61% 56% 39% 53% 20% 40% 60% 80% 100% Source: Minnesota Office of Higher Education 4 Year Schools 2 Year Schools WHAT IS THE ACHIEVEMENT GAP? Poor minority students as a group score lower on achievement measures than middle class and non-minority students The achievement gap means different things to different people. Could mean disparities between White and Black students or minority students in general; males and females; or ELL and regular students WHAT ARE THE CAUSES OF THE ACHIEVEMENT GAP? 1. 2. The causes are complex Research attributes it to two major causes: Factors related to social economic status Factors related to the school and school environment Framework For Closing Achievement Gap [Environment as an Integrating Context Learning Framework] Access: Equitable access to basic enabling conditions, including qualified, effective teachers, rigorous curriculum based on state standards, safety nets and accelerated interventions. Culture and Climate: Safe learning environment, promoting sense of belonging, fostering strong positive relationships among students, staff, and between school and home community Source: www.etap.org/media/pdf/EIC_AFrameworkforlearning_Final_3_30_06.pdf SOCIAL ECONOMIC STATUS Living in pervasive and persistent poverty Poor health Frequent changes in residence and transferring from one school to the other Parents with low level of education and thus low level of involvement with school work Institutionalized racism Culturally-Based Teaching Practices Pedagogy that recognizes and integrates students’ culture, values, and life history. Draws teaching strategies that not only preserves student’s cultural knowledge, but also to fosters academic achievement. Teachers ought to affirm students’ cultural strengths whether they are indigenous members of the culture or not. Cultural Sensitivity & Proficiency Important part of educators’ attitude. Makes students and stakeholders feel welcomed Integrates students in school environment. Components of Academic Achievement • • • Proficiency in three Rs Intercultural Competency Identity Development: Putting pieces of one’s life history together Proficient in reading writing & math Understands other cultures High self-concept and interacts in Puts missing pieces of personal diverse & group life history together settings BEST PRACTICES Invest in high quality pre-K programs for low income people Improve alignment between educational systems from pre-K to college High expectations for students Rigorous curriculum and robust instructional and social supports to students Cultural congruence in instruction to enhance identity development BEST PRACTICES Smaller class size Higher teacher quality Summer enrichment program Increase parent involvement Make closing the achievement gap and continuous academic growth benchmarks for judging school and district performance Recruit, retain, support and reward highly qualified teachers especially in schools that serve high percentages of low income students BEST PRACTICES Provide culturally-relevant professional development for all school personnel Professional development should also focus on the use of data to guide reforms Share successful practices Change structure of state school financing to target more resources to schools and students that need it the most Invest in continuous state-specific research on the causes of and solutions to the persistence of the achievement gap Policy Recommendations Develop and adopt policies that require schools to measure the growth of students from individual starting places but set goals that assure that each child reaches standard Establish measurable goals for closing the achievement gap for each school and for the district as a whole and report progress to the public on a regular basis. Source: Debora Boeck – www.wssda.org Policy Recommendations Use measures to evaluate the effectiveness of strategies implemented by schools to close the achievement gap Establish comprehensive data management system to collect, disaggregate, and provide continuous targeted feedback to improve or close the achievement gap. Source: Debora Boeck – www.wssda.org Discussion Starters How does the school district collect, analyze, and disseminate student performance data? What’s the data and assessment literacy among community members? What is the community’s understanding of existing student achievement data? How is the community using the assessment data to accelerate students’ academic achievement? Discussion Starters How is community addressing issues related to parent engagement practices? Have the school learning environment been assessed? How? Do students view their teachers as approachable? What do discipline statistics say about practices? Does the community have specific strategies for supporting effective teaching? What’s behind the academic disparities? No single cause This is a social justice issue: to be addressed by the entire society This is a personal responsibility issue: to be addressed by the children, families and leaders of particular communities This is a school performance issue: to be addressed by public school systems All of this needs to be informed by sound research based on the knowledge and desire that exists in communities of color. Source: Ron Ferguson, Harvard Achievement Gap Initiative Selected Sources Used Closing the achievement gap: Report of Superintendent Jack O’Connell’s California P-16 Council (January, 2008) Partners in closing the achievement gap: How charter schools can support high-quality universal pre-K. Democrats for Education Reform (2008). Deconstructing the discourse of the achievement gap: In the Middle School closing the achievement gap inquiry group. Rich Jones. (2006). The Bell Policy Center – Policy Brief. Understanding and closing Colorado’s achievement gap. Andy Hartman (2002). The Bell Policy Center. Neither English Immersion nor bilingual education alone will close achievement gap. Jennifer Sharp-Silverstein (2005). The Bell Policy Center. Understanding Colorado’s achievement gap: An analysis of student performance data by race and income. National Center for School Engagement. (2006). Parent engagement in Jacksonville: partnering to help at-risk students achieve. Ron Haskins & Cecilia Rouse. (2005). Closing the achievement gap. Brookings & Princeton. Closing the achievement gap: Focus on Latino students. American Federation of Teachers (2004). Veda Brown. (2006). National impact: The real gap in closing the academic achievement gap: Parent accountability and No Child Left Behind.