the social and educational factors contributing to the outcomes of hispanics in urban schools
TRANSCRIPT
The Social and Educational Factors Contributing to the Outcomes of Hispanics in Urban Schools
TODAY’S PROMISE, TOMORROW’S FUTURE
PURPOSE
This study attempts to pull together achievement data specifically focusing on Hispanic students in our urban schools. This document will provide a reference point or baseline data to ignite and guide our future work. Still, the work is limited in that it examines only six areas in the lives of America’s Hispanic youth:
1. Readiness to learn 2. Hispanic and ELL Hispanic student achievement on the National
Assessment of Educational Progress (NAEP) 3. Hispanic and ELL Hispanic student achievement on the National
Assessment of Educational Progress (NAEP) in selected big city school districts
4. College and career preparedness 5. School experience 6. Postsecondary experience
FINDINGS
Factor Major finding
Readiness to learn - Since 2000, approximately 90 percent of Hispanic children under the age of 18 were born within the United States
2. Hispanic and ELL Hispanic student achievement on the National Assessment of Educational Progress (NAEP)
- Percentage of Hispanic formerly- ELLs (LC) performing at or above proficient in Reading and Mathematics in both grades 4 and 8 are significantly higher than ELLs (LC) and in some cases higher than Non-ELLs in (NP).
3. Hispanic and ELL Hispanic student achievement on the National Assessment of Educational Progress (NAEP) in selected big city school districts
- Reading and Mathematics scores for Hispanic ELLs in large cities were lower than Hispanic ELLs across the nation in both grades 4 and 8.
4. College and career preparedness When compared with White students, Hispanic students were more likely to drop out of high school and not graduate.
5. School experience Hispanic students are less likely to participate in academic clubs, more likely to be suspended from school and more likely to be retained in a grade than their White peers.
6. Postsecondary experience Hispanic students have lower graduation rates, higher unemployment rates and more likely to earn a lower income than their White peers with similar education backgrounds.
FACTOR 1: Readiness to Learn
Read to
Told a story
Taught letter, words, or numbers
Visited a library
91%
53%
76%
41%
78%
54%
81%
25%
68%
50%
74%
27%
Figure 1.11. Percentage of Children Be-tween the Ages of 3 to 5 Years -Old with Parental Involvement in Home Literacy
Activities by Race, 2007
Hispanic Black White
Recognizes all letters
Counts to 20 or higher
Writes name
Reads or pretends to read storybooks
Has 3 to 4 skills
36%
69%
64%
75%
47%
37%
69%
58%
67%
44%
15%
41%
49%
55%
26%
Figure 1.12. Percent of Children Between the Ages of 3 to 5 Years-Old with School
Readiness Skills by Race, 2007
Hispanic Black White
FACTOR 2: Hispanic Achievement on NAEP
Between 2003 and 2009 average reading scores of grades 4 and 8 Hispanic (LC), Black (LC), and White (NP) students increased significantly. However, in 2009, average scores of Hispanic (LC) and Black (LC) students were not statistically different at both grades 4 and 8.
2003 2005 2007 2009170
180
190
200
210
220
230
240
227*** 228230 229
193***196
199201
197*** 198 199202
Figure 2.1. Average Grade 4 Reading Scores by Ethnicity, 2003-2009
White (NP) Black (LC) Hispanic (LC)
Between 2003 and 2009 scores of formerly ELLs(LC) were higher than Non-ELLs (NP). Additionally, in 2009 Formerly ELLs in large cities scored significantly higher than Non-ELLS in the nation.
2005 2007 2009150
160
170
180
190
200
210
220
230
182 180183
211***215 214
212
220216*
Figure 2.5. Average Grade 4 Reading Scores of ELL Hispanic (LC), Formerly
ELL Hispanic (LC), and Non-ELL Hispanic (NP) Students, 2005-2009
ELL (LC) Non ELL (NP)Formerly ELL (LC)
FACTOR 2: Hispanic Achievement on NAEP
TUDA DISTRICTS SIGNIFICANTLY HIGHER THAN LC OR NP IN NAEP MATH AND READING,2009
READING MATHEMATICS
GRADE 4 GRADE 8 GRADE 4 GRADE 8
LC NP LC NP LC NP LC NP
Boston Boston Miami-Dade County
Miami-Dade County
Austin Austin Austin Austin
Charlotte
Charlotte
Boston Boston Charlotte
Charlotte
Miami-Dade County
Miami-Dade County
Charlotte
Charlotte
Houston
Houston
Austin Houston
Houston
Miami-Dade County
Miami-Dade County
NYC Miami-Dade County
Miami-Dade County
NYC NYC
Access the report online!
http://tinyurl.com/CGCSHispanicReport
Data Collection Challenges
• Data not reported in a consistent manner across national databases , state database and district databases
• Districts do not collect data requested
• National and state data are not always disaggregated by race/ethnicity/ELL status
Moving Forward with Beating the Odds
Data Dashboard on website District Demographics State Assessment Achievement
(disaggregated by student group) SAT/ACT Achievement
Dashboard Considerations
1. Are the data the Council currently presents in the annual BTO reports useful?
2. How can we make the dashboard useful to your district? What additional data should be included?