addressing the achievement gap “a work in progress” sue shannon, ospi wera march 2008 a...

ADDRESSING THE ACHIEVEMENT GAP

“A Work in Progress”

Sue Shannon, OSPI

WERA March 2008

A Challenge and Opportunity to Ensure Equity and Excellence for Students in Washington State

Addressing the Achievement Gap 2

Overview of Presentation

Background information on 2nd Edition Defining the gap Progress in reducing the gap Highlighting additional concepts

Small group discussion

Full report available in the spring


Purpose of Report

Review & synthesize current body of research

Expand and deepen understanding of the issues

Address three broad questions:

1. What is the size of the achievement gap in WA?2. What are root causes and conditions that tend to

perpetuate the gap?3. What appears to be working to help close the

gap?


Defining the Gap

Gap can be measured in various ways By type of group

Gender, race/ethnicity, Spec. Ed., LEP, SES By type of outcome

Test scores (WASL, SAT, AP) Other measures (e.g., grades, grad/dropout

rates) By type of comparison

Compare groups to each other Compare groups to fixed standard


Primary Focus of This Report

Differences in student achievement according to racial/ethnicity and economic status Gap between white and minority students Gap between affluent and low-income

students

Differences between group performance and state/federal expectations (high standards)


Limitations/Caveats Generalizations

Mask performance of individual students Can reinforce stereotypes Mask differences within groups

Literature review Did not examine technical merits of some

primary sources Focused primarily on classroom and school

contexts. Added some discussion of systemic issues


Audience Activity

What do you know and want to learn? Write two things you know about the

achievement gap. Write one thing you want to learn about

the achievement gap.

Briefly pair and share with a neighbor


Size of the Gap in Washington

Examined differences between groups Statewide tests (WASL) Other tests (NAEP, SAT) Dropout and graduation rates Other indicators (TV, homework)

One year and trends over time Progress in reducing the gap

Audience Activity – Looking at data

Looking at 2007 WASL results and 2003-2007 trends, what do you see?

What do you see in the charts on achievement gains? Size of gaps?

Looking at 2005 and 2007 NAEP results, what do you see?


2007 WASL Results: Grade 4

PassedMath

PassedReading

PassedWriting

American Indian 38.7 6.9 60.1 23.5 42.3

Asian/Pacific Islander

66.8 24.5 81.9 47.2 73.2

Black 34.6 5.2 62.7 26.8 47.4

Hispanic 35.2 5.4 59.1 20.0 42.5

White 64.6 24.9 80.0 53.7 63.2

State 57.7 21.3 75.5 55.6 59.4

* Numbers in small type are first-year (1997) results


PassedMath

PassedReading

PassedWriting

American Indian 34.8 5.7 50.2 19.1 50.9


64.6 24.7 74.6 36.4 77.2

Black 29.7 4.9 52.7 17.4 54.6

Hispanic 31.8 5.5 50.1 14.6 50.4

White 60.7 22.6 72.6 43.0 71.4

State 54.3 20.1 67.9 41.5 67.6


PassedMath

PassedReading

PassedWriting

American Indian 29.3 14.4* 63.6 29.6 67.7


56.5 37.4 83.1 48.5 85.6

Black 20.8 11.6 60.1 26.1 67.5

Hispanic 24.2 11.6 62.1 26.0 65.0

White 53.7 38.1 81.8 58.4 84.8

State 47.8 35.0 77.8 59.8 81.1



Reading, Grade 4 Trends

Mathematics, Grade 4 Trends


(1998)

Mathematics, Grade 7 Trends

(1998)


(1999)

Math, Grade 10 Trends

Minority improvement & achievement gap

WASL Percentage Point Gained 2002-2007Grade 4 Grade 7 Grade 10

Race/Ethnicity Reading Math Reading Math Reading Math

American Indian 9.2 2.7 23.7 20.1 19.9 8.0


11.4 7.4 27.0 26.1 21.1 11.6

Black 13.4 6.0 28.4 19.4 23.9 6.6

Hispanic 17.1 5.9 28.8 20.2 27.1 10.0

White 8.8 7.2 22.9 26.3 17.2 11.8

Size of the Gap, 2007 (in comparison to white students)

Race/Ethnicity Reading Math Reading Math Reading Math

American Indian 19.9 25.9 22.4 25.9 18.2 24.4


-1.9 -2.2 -2.0 -3.9 -1.3 -2.8

Black 17.3 30.0 19.9 31.0 21.7 32.9

Hispanic 20.9 29.4 22.5 28.9 19.7 29.5

GRADE 4 READING WASHINGTON NAEP RESULTS

2005 RESULTS 2007 RESULTSOVERALL 223 224*

WHITE 228 229BLACK 212 206

HISPANIC 202 206ASIAN/PACIFIC

ISLANDER 230 232AMERICAN INDIAN ‡ 205

MALE 219 221*FEMALE 228 227*

ELIGIBLE FREE & REDUCED LUNCH 213 210*

NOT ELIGIBLE FREE & REDUCED LUNCH 231 234

SPECIAL ED 190 192NOT SPEC ED 227 228*

ELL 191 182**NOT ELL 226 227*

GRADE 4 MATHEMATICS WASHINGTON NAEP RESULTS

2005 RESULTS 2007 RESULTSALL STUDENTS 242 243*

WHITE 246 248BLACK 231 222

HISPANIC 224 225ASIAN/PACIFIC

ISLANDER 245 250

AMERICAN INDIAN ‡ 227

MALE 242 244*FEMALE 241 241*



SPECIAL ED 219 220NOT SPEC ED 245 246*

ELL 215 214NOT ELL 244 245*

GRADE 8 READING WASHINGTON NAEP RESULTS

2005 RESULTS 2007 RESULTSOVERALL 265 265*

WHITE 268 270BLACK 255 247

HISPANIC 245 247

ASIAN/PACIFIC ISLANDER 270 268AMERICAN INDIAN 255 252

MALE 260 260*FEMALE 269 270*



SPECIAL ED 225 224NOT SD 268 268*

ELL 224 216NOT ELL 267 267*


Achievement gaps by free/reduced lunch

Graduation and Dropout Data


Race/EthnicityOn-time

Completers*Extended

Completers** Continuing Dropouts***

Included in dropouts

***Confirmed

Dropout/ GED Completer

Included in dropouts

***Unknown Dropouts

Amer. Indian /Alaska Native 48.0% 54.0% 17.7% 11.2% 5.5% 5.7%

Asian 76.5% 80.5% 7.9% 4.3% 1.4% 2.9%

Black 53.6% 60.4% 13.4% 10.3% 3.0% 7.3%

Hispanic 57.5% 65.3% 13.9% 8.9% 3.5% 5.4%

White 74.1% 78.3% 8.6% 4.8% 2.3% 2.5%

Other 53.7% 57.7% 8.6% 8.5% 3.3% 5.2%

All Groups 70.4% 75.1% 9.5% 5.7% 2.5% 3.2%

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National poverty rate for Blacks, Hispanics, and American Indians is triple that of Whites(more minorities live in poverty than whites)

Minorities represent a growing portion of the population

Nearly 3 in 10 people in US are minorities About 21% of total population in WA More than 25% of K-12 students in WA in 2001

(up from 18% in 1990)

Context of the Gap


Most teachers, school & district administrators are white (nearly 90% in each category)

Gap has existed for years on many tests (e.g., SAT, ACT, NAEP, CTBS, ITBS)

Greater expectations and higher standardsfor all students EALRs and WASL – internationally competitive Federal goals (No Child Left Behind) for

subgroups Washington Basic Education Law revised goal

Context of the Gap


Benefits of Closing the Gap

Education is a stepping stone to a better future (benefits individuals and society)

Economic (income and jobs) Health/mortality Civic involvement/social contribution


Audience Activity

What do you think are causes or

sources of the achievement gap?

Think of one or two possible

causes

Share with your neighbors


Root Causes andPerpetuating Conditions

Historical Factors Education debt

Socio-Cultural Factors Racism – a system of advantage

Family & Economic Factors Personal/Psychological Factors

Microaggression Disidentification


Educational Systems Factors Disparate Conditions and

Opportunities Subtractive Schooling

Teacher Attitudes and Beliefs

Inadequate Instruction and Support Teacher quality Inequities in resources

Root Causes andPerpetuating Conditions (cont.)


Audience Activity

What do you think works toclose the gap?

Think of one example from your experience or reading.

Record ideas on feedback form

Share with your neighbors


Strategies for Closing the Gap1. Changed Beliefs and Attitudes2. Cultural Competence and Cultural

Responsiveness3. Greater Opportunities to Learn4. More Effective Instruction5. Authentic Family and Community

Engagement6. Systemic initiatives


1. Changed Beliefs and Attitudes

Caring, positive relationships Expectations Efficacy, effort-based ability Persistence

Strategies for Closing the Gap


2. Cultural Competence and Responsiveness

Develop and foster cultural competence Confront racism (system of advantage based on

race) Adopt anti-racist approaches

Acknowledge legitimacy of cultural heritages Create/maintain trusting relationships Teach students to know and take pride in their own

and each other’s cultural heritages Use wide variety of instructional strategies Incorporate multicultural information across school

subjects



3. Greater Opportunity to Learn Extended Learning Time

Before and After School “Double dipping” Summer school, year around All-day kindergarten Early childhood, Pre-school

Rigorous Curriculum Personalized support Enriched and Varied Programs



4. Effective Instruction Use core learning principles Use standards for high quality intellectual

performance Teach for understanding Balance basic and advanced skills

Personalize instruction to meet each student’s need Use data and assessments for learning Support students to insure they learn Involve adults who share children’s culture

Develop and maintain coherence in systems



5. Authentic Family/Community Involvement

Increase opportunities for authentic involvement Parenting Communication Volunteering Learning at home Decision-making

Collaborate with the community, build partnerships

Reach out in non-traditional ways to engage families



6. System Initiatives Improve learning environment for all students,

particularly students of color Build cultural competence Promote anti-racist and anti-bias approaches

Increase instructional coherence and effectiveness System-wide vision of good instruction Data-use and assessment for learning

Reallocate resources based on student needs Assign most qualified teachers to students with most

needs Allocate resources equitably

Expand/deepen school & district improvement strategies


Implications/Next Steps

Changes in state and district systems

Take leadership in creating vision of equity and excellence

Create political will to make change Build partnerships and increase

collaboration Allocate resources based on student needs



Changes by individuals, schools and communities

Use core learning principles Use standards for high quality intellectual

performance Teach for understanding Balance basic and advanced skills

Personalize instruction to meet each student’s need Use data and assessments for learning Support students to insure they learn Involve adults who share children’s culture

Develop and maintain coherence in systems

Implications/Next Steps


Final Audience Activity

What professional sources have you found valuable?

What programs or activities are working based on your experience?

Record ideas on feedback form Share ideas with your neighbor

What Appears to be Working?

Chenowith, K. (2007). “It’s Being Done”: Academic Success in Unexpected Schools. Cambridge, MA: Harvard Education Press.

Center for Improvement of Student Learning. OSPIhttp://www.k12.wa.us/CISL/default.aspx

Partnership for Learning Success Storieshttp://www.partnership4learning.org/success?

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addressing the achievement gap “a work in progress” sue shannon, ospi wera march 2008 a...

Documents

gap gap

achievement gap9 slide

gap progress

student achievement

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achievement gains

minority students gap

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