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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
Addressing the Achievement Gap 3
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?
Addressing the Achievement Gap 4
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
Addressing the Achievement Gap 5
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)
Addressing the Achievement Gap 6
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
Addressing the Achievement Gap 7
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
Addressing the Achievement Gap 8
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?
Addressing the Achievement Gap 9
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
2007 WASL Results: Grade 7
PassedMath
PassedReading
PassedWriting
American Indian 34.8 5.7 50.2 19.1 50.9
Asian/Pacific Islander
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
* Numbers in small type are first-year (1998) results
PassedMath
PassedReading
PassedWriting
American Indian 29.3 14.4* 63.6 29.6 67.7
Asian/Pacific Islander
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
2007 WASL Results: Grade 10
* Numbers in small type are first-year (1999) results
Reading, Grade 4 Trends
Mathematics, Grade 4 Trends
Reading, Grade 7 Trends
(1998)
Mathematics, Grade 7 Trends
(1998)
Reading, Grade 10 Trends
(1999)
Math, Grade 10 Trends
19
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
Asian/Pacific Islander
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
Asian/Pacific Islander
-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*
ELIGIBLE FREE & REDUCED LUNCH 231 230*
NOT ELIGIBLE FREE & REDUCED LUNCH 250 251
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*
ELIGIBLE FREE & REDUCED LUNCH 251 251*
NOT ELIGIBLE FREE & REDUCED LUNCH 272 272
SPECIAL ED 225 224NOT SD 268 268*
ELL 224 216NOT ELL 267 267*
Addressing the Achievement Gap 24
Achievement gaps by free/reduced lunch
Achievement gaps by free/reduced lunch
Addressing the Achievement Gap 25
Graduation and Dropout Data
Addressing the Achievement Gap 26
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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Perc
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2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
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Mathematics
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2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
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48.6
61.5
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2002 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014
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Addressing the Achievement Gap 30
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
Addressing the Achievement Gap 31
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
Addressing the Achievement Gap 32
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
Addressing the Achievement Gap 33
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
Addressing the Achievement Gap 34
Root Causes andPerpetuating Conditions
Historical Factors Education debt
Socio-Cultural Factors Racism – a system of advantage
Family & Economic Factors Personal/Psychological Factors
Microaggression Disidentification
Addressing the Achievement Gap 35
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.)
Addressing the Achievement Gap 36
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
Addressing the Achievement Gap 37
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
Addressing the Achievement Gap 38
1. Changed Beliefs and Attitudes
Caring, positive relationships Expectations Efficacy, effort-based ability Persistence
Strategies for Closing the Gap
Addressing the Achievement Gap 39
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
Strategies for Closing the Gap
Addressing the Achievement Gap 40
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
Strategies for Closing the Gap
Addressing the Achievement Gap 41
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
Strategies for Closing the Gap
Addressing the Achievement Gap 42
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
Strategies for Closing the Gap
Addressing the Achievement Gap 43
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
Strategies for Closing the Gap
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
Addressing the Achievement Gap 44
Addressing the Achievement Gap 45
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
Addressing the Achievement Gap 46
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?
page=1