The National Center for Culturally Responsive Educational Systems Addressing Disproportionality: From Planning to Action Dr. Edward Lee Vargas, Superintendent

The National Center for Culturally Responsive Educational Systems Addressing Disproportionality: From Planning to Action Dr. Edward Lee Vargas, Superintendent Hacienda La Puente Unified School District City of Industry, California [email protected]

Data For This Presentation Provided in Part by: The Education Trust www.edtrust.org Washington, DC: 202-293-1217 Oakland, CA: 510-465-6444 The College Board Expanding College Opportunity www.collegeboard.org Hacienda La Puente Unified School District City of Industry, CA www.hlpusd.k12.ca.us

Responsibility Versus Accountability Accountability - to count, compute (something done to schools) Accountability - to count, compute (something done to schools) Responsibility - to respond, obligation, duty (an internal drive for continuous improvement) Responsibility - to respond, obligation, duty (an internal drive for continuous improvement)

Of Every 100 White Kindergartners: (24 Year-Olds) Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2

Of Every 100 African American Kindergartners: (24 Year-Olds) Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2

Of Every 100 Latino Kindergartners: (24 Year-Olds) Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States; March 2000, Detailed Tables No. 2

NAEP By Race, Ethnicity 4th Grade Reading 2002

By Family Income 4th Grade Reading 2002

NAEP 8th Grade Mathematics Race, Ethnicity 2000

Most Accountability Systems are Designed to Pull the Bottom Up, Including No Child Left Behind

Dispelling the Myth in Student Achievement There is a data base of high-performing,high-poverty,high-minority schools in nearly every state Source: www.edtrust.org

90-90-90 Schools 90% high poverty 90% high poverty 90% students ethnic minority 90% students ethnic minority 90% meeting or exceeding high academic standards 90% meeting or exceeding high academic standards Source: Accountability in Action by Douglas Reeve, Center for Performance Assessment, Denver, Colorado www.makingstandardswork.com/ResourceCtr/books www.makingstandardswork.com/ResourceCtr/books

Mount Royal Elementary/Middle, Baltimore, MD 99% African American 99% African American 73% Low-Income 73% Low-Income Highest Performing in State on states 5th grade Math test. Highest Performing in State on states 5th grade Math test. Top 10% of state in 5th grade reading. Top 10% of state in 5th grade reading. MARYLAND

Hambrick Middle School, Aldine, TX 94% African American and Latino (state = 56%) 94% African American and Latino (state = 56%) 85% low-income (state = 50%) 85% low-income (state = 50%) Has performed in the top fifth of all Texas middle schools in both reading and math in both 7 th and 8 th grades over a 3-year period. Has performed in the top fifth of all Texas middle schools in both reading and math in both 7 th and 8 th grades over a 3-year period.

Aldine, TX: Raising Achievement for All While Narrowing Gaps Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 2001.

How well are we preparing our students to achieve at higher levels? YISD? Disproportionality in Opportunities to Learn at higher levels Produces Disproportionality in Student Achievement at higher levels .L.DelGiudice

Some students will indeed fail intellectually rigorous courses. But, it turns out that fewer will fail the more difficult courses than in the low-level courses in which we typically warehouse them it holds true even when comparing pass rates of the lowest achievers. Thinking K-16: A New Core Curriculum for All. Ed Trust, Volume 7, Issue 1, Winter 2003 p. 17

NCLB is designed to pull the bottom up What about once they get there and the middle and the top?

Opportunity To Learn Student enrollment in challenging coursework should be at least equitable relative to the ethnic composition of a school district Student enrollment in challenging coursework should be at least equitable relative to the ethnic composition of a school district

Challenging Coursework Advanced Placement Courses Advanced Placement Courses Honors Courses Honors Courses A-g Requirements for UC Eligibility (California) A-g Requirements for UC Eligibility (California) International Baccalaureate Programs International Baccalaureate Programs

The Road to College A-G high school course requirements to gain admission to UC System. A-G high school course requirements to gain admission to UC System. PSAT- assesses skills developed through years of study in a wide range of courses as well as through experiences outside the classroom. PSAT- assesses skills developed through years of study in a wide range of courses as well as through experiences outside the classroom. SAT - an objective, standardized, three-hour test that measures verbal and mathematical reasoning abilities that students develop over time, both in and out of school. Many colleges and universities use the SAT for admission purposes because it helps to predict successful performance in college. SAT - an objective, standardized, three-hour test that measures verbal and mathematical reasoning abilities that students develop over time, both in and out of school. Many colleges and universities use the SAT for admission purposes because it helps to predict successful performance in college. AP- Offers 34 college-level courses in 19 subject areas. AP- Offers 34 college-level courses in 19 subject areas. College Going Culture Programs College Going Culture Programs

Who is in the College-Going Pipeline?

SAT Participation

SAT Participation by Ethnicity

PSAT, SAT, & AP Participation

PSAT, SAT, & AP Participation by School

PSAT, SAT, & AP Participation by High School Level

PSAT, SAT, & AP Participation by Ethnicity

How do you identify AP Students? AP Participation

AP Participation by Ethnicity

PSAT, SAT, & AP Participation by Ethnicity

AP Class Enrollment The following 6 slides provide examples of Fall 2004 AP class enrollment by ethnicity The following 6 slides provide examples of Fall 2004 AP class enrollment by ethnicity

49 test takers

89 test takers

40 test takers

55 test takers

143 test takers

38 test takers

What is VALUED in regards to the AP Program? What is valuable about the AP Program?

50% FG 46% FG (97-98) Average 1.1 pts. Per game Average 28 pts. Per game

Developing a College- Going Culture

Source: The Metropolitan Life Survey of The American Teacher, 2000: Are We Preparing Students for the 21 st Century? 2000 Met Life Survey 71% of students plan to attend a four-year college 71% of students plan to attend a four-year college 51% of parents believe their children will go to college 51% of parents believe their children will go to college 32% of teachers think their students will go to college 32% of teachers think their students will go to college 5% of students anticipate working full-time after high school 5% of students anticipate working full-time after high school 11% of parents and 28% of teachers see working full-time after high school as their goal for their children and students 11% of parents and 28% of teachers see working full-time after high school as their goal for their children and students

The Importance of Rigor

Transcript Study: single biggest predictor of college success is QUALITY AND INTENSITY OF HIGH SCHOOL CURRICULUM Cliff Adelman, Answers in the Tool Box, U.S. Department of Education.

Most High School Grads Go On To Postsecondary Within 2 Years Source: NELS: 88, Second (1992) and Third (1994) Follow up; in, USDOE, NCES, Access to Postsecondary Education for the 1992 High School Graduates, 1998, Table 2.

College Freshmen Not Returning for Sophomore Year Source: Tom Mortensen, Postsecondary Opportunity, No. 89, November 1999

But college prep curriculum has benefits far beyond college.

Students of all sorts will learn more...

They will also fail less often...

Challenging Curriculum Results in Lower Failure Rates, Even for Lowest Achievers Source: SREB, Middle Grades to High School: Mending a Weak Link. Unpublished Draft, 2002. Ninth-grade English performance, by high/low level course, and eighth-grade reading achievement quartiles

And theyll be better prepared for the workplace.

Take Manufacturing, for example

Requirements for Tool and Die Makers Four or five years of apprenticeship and/or postsecondary training; Four or five years of apprenticeship and/or postsecondary training; Algebra, geometry, trigonometry and statistics; Algebra, geometry, trigonometry and statistics; Average earnings: $40,000 per year. Average earnings: $40,000 per year.

Requirements for Sheet Metal Workers Four or five years of apprenticeship; Four or five years of apprenticeship; Algebra, geometry, trigonometry and technical reading; Algebra, geometry, trigonometry and technical reading;

Leading districts, states making college prep the default curriculum.

A-g Courses A sequence of high school courses is required by the University of California for high school students to be minimally eligible for admission.

Percent of High School Students Enrolled in College-Prep A-G Classes: Fall 2003 English: 91.5% English: 91.5% Math: 82.2% Math: 82.2% Science: 64.6% Science: 64.6% Visual and Performing Arts: 96.6% Visual and Performing Arts: 96.6%

Algebra I STAR Algebra I CST 2002-2003 to 2003-2004 Percent of Students Scoring in Each Proficiency Level Algebra I: Gr. 8: 574 (04) Algebra I: Gr. 9: 1198 (04) 02-0303-04STATE02-0303-04STATE Advanced34%20%8%2%2%1% Proficient24%24%27%25%13%14% Basic26%27%27%35%23%29% Below Basic 15%23%30%28%48%43% Far Below Basic 1%6%8%10%14%13% Algebra I: Gr. 10: 948: (04) Algebra I: Gr. 11: 512 (04) Algebra I: EOC 02-0303-04STATE02-0303-04STATE02-0303-04STATE Advanced1%0%0%0%0%0%9%4%3% Proficient8%6%6%3%3%4%16%12%15% Basic27%23%23%24%15%18%29%22%26% Below Basic 49%53%52%44%59%55%34%47%42% Far Below Basic 15%17%19%28%23%23%13%15%14% Grades 8 & 9 outscore the State in percent scoring Advanced & Proficient.

Algebra I Test-Takers Double Year Number Tested 2002-20031652 2003-20043232 HLPUSD Algebra I End of Course 02-0303-04 STATE 04 Advanced9%4%3% Proficient 16% 16%12%15% Basic 29% 29%22%26% Below Basic 34% 34%47%42% Far Below Basic 13%15%14%

What Are We Doing? Executing What We Know About The Places that are Improving Results

School Effectiveness Literature Leadership First Leadership First Unity of Purpose Unity of Purpose High expectations High expectations Continual Professional Growth Continual Professional Growth Safe, caring & orderly environment Safe, caring & orderly environment Powerful teaching practices Supportive school culture Frequent monitoring of student progress Strong Parent and community involvement

Business Literature Good to Great, Built to Last Why some companies make the leap, other dont Level Five Leadership Level Five Leadership First Who, Then What (get right people on the bus, wrong off) First Who, Then What (get right people on the bus, wrong off) Confront the Brutal Facts (Yet Never loose faith) Confront the Brutal Facts (Yet Never loose faith) Hedgehog Concept (Focus on best, be passionate & understand economic engine) Technology Accelerators (never primary) Flywheel & Doomloop (never one fell swoop)

Kinder to College Visualizing a Future Visualizing a Future All District Kindergartners go to College All District Kindergartners go to College Annual visits to Mount San Antonio College and CSUs Annual visits to Mount San Antonio College and CSUs Parents and Teacher Workshops Parents and Teacher Workshops Parent Education Classes Parent Education Classes Pictures to Remind Students and Parents Pictures to Remind Students and Parents

AVID AVID is an acronym that stands for Advancement Via Individual Determination. AVID is an acronym that stands for Advancement Via Individual Determination. In-school academic support program for grades 5-12 that prepares students for college eligibility and success. In-school academic support program for grades 5-12 that prepares students for college eligibility and success. Places academically average students in advanced classes. Places academically average students in advanced classes. Levels the playing field for minority, rural, low-income and other students without a college-going tradition in their families. Levels the playing field for minority, rural, low-income and other students without a college-going tradition in their families. For all students, but it targets those in the academic middle (B, C, and even some Ds). For all students, but it targets those in the academic middle (B, C, and even some Ds). School wide and District wide. School wide and District wide.

GEAR UP Gaining Early Awareness and Readiness for Undergraduate Programs Gaining Early Awareness and Readiness for Undergraduate Programs A federal program designed to better prepare middle and high school students for college through A federal program designed to better prepare middle and high school students for college through Mentoring programs and scholarships Mentoring programs and scholarships New academic preparation New academic preparation Awareness programs for students and parents Awareness programs for students and parents District Partnership with Cal Poly Pomona District Partnership with Cal Poly Pomona

Statistics Supporting the Need for GEAR UP High-achieving students from low-income families are five times as likely not to attend college than high-achieving students from high-income families [NELS 1998] High-achieving students from low-income families are five times as likely not to attend college than high-achieving students from high-income families [NELS 1998] In a recent survey, almost 70% of parents indicate that they have little information or want more information about which courses their child should take to prepare for college, and 89% of parents want more information about how to pay for college, including the use of tax credits. [Gallup, Sept. 1998] In a recent survey, almost 70% of parents indicate that they have little information or want more information about which courses their child should take to prepare for college, and 89% of parents want more information about how to pay for college, including the use of tax credits. [Gallup, Sept. 1998]

High School Career Academies University Academies University Academies Science Academy Science Academy Law Enforcement Law Enforcement Engineering Engineering Performing Arts Performing Arts Business Academy Business Academy Health Academy Health Academy Teacher Academy (Cal Poly) Teacher Academy (Cal Poly)

Element 1: They Make No Excuses. Everybody Takes Responsibility for Student Learning.

They Do: Hold expectations high for themselves and their students Hold expectations high for themselves and their students Embrace meaningful standards and assessments as valuable benchmarks and leverage points; Embrace meaningful standards and assessments as valuable benchmarks and leverage points; Accept the need for public accountability for results; Accept the need for public accountability for results; View poverty and other traditional demographic obstacles as barriers that can be surmounted; and, most important... View poverty and other traditional demographic obstacles as barriers that can be surmounted; and, most important...

They Do Look holistically at the system, Pre-K - 16 Look holistically at the system, Pre-K - 16 Build SYSTEMS to support teachers, administrators, parents and students themselves to move toward higher standards and levels of performance Build SYSTEMS to support teachers, administrators, parents and students themselves to move toward higher standards and levels of performance Ensure these systems leave nothing about teaching and learning to chance. Ensure these systems leave nothing about teaching and learning to chance.

Element 2: They Have Clear and Specific Goals For What Students Should Learn in Every Grade Level

Element 3: All Students in Curriculum Carefully Lined Up With Those Goals

Element 4: They are data driven and monitor student progress regularly.

High Performing Districts: Use data and information to drive instruction as opposed to past practice and tradition Use data and information to drive instruction as opposed to past practice and tradition District-wide benchmark or snap-shot assessments, at least every 6-9 weeks; District-wide benchmark or snap-shot assessments, at least every 6-9 weeks; Test Item banks on which teachers may draw in building their own assessments; Test Item banks on which teachers may draw in building their own assessments; Support for teachers to learn more about assessment strategies; and, Support for teachers to learn more about assessment strategies; and, Creation of vehicles for teachers to meet together to discuss assignments and student work. Creation of vehicles for teachers to meet together to discuss assignments and student work.

Element 5: Leading Districts, States Provide Extra Instruction for Students Who Need It

High Performing Districts also ACT on results from benchmark assessments If data show that student isnt achieving, student gets extra/different support; If data show that student isnt achieving, student gets extra/different support; If data show that many students in one classroom arent achieving, teacher gets extra support. If data show that many students in one classroom arent achieving, teacher gets extra support. If data suggests instruction is not working, its jettisoned If data suggests instruction is not working, its jettisoned Instruction is differentiated and based on effective proven practices. Instruction is differentiated and based on effective proven practices.

When Kids Are Behind, Schools Must Provide More Effective Instruction and Support: Extended time for struggling students in high-poverty schools Extended time for struggling students in high-poverty schools Extra dollars and additional/different resources Extra dollars and additional/different resources New more powerful instructional strategies New more powerful instructional strategies Powerful staff development Powerful staff development Parent involvement support Parent involvement support Data-based decision making Data-based decision making

Element 6: Good Teaching Matters More Than Anything Else

Plan of Action Increase Awareness of Disproportionality in Most Rigorous Curriculum Increase Awareness of Disproportionality in Most Rigorous Curriculum Provide Data and Information to Create a Sense of Urgency Provide Data and Information to Create a Sense of Urgency Develop a Local Plan of Action with College Bound Programs District Wide (Avid/Gear Up/Academies, etc.) Scale Up Develop a Local Plan of Action with College Bound Programs District Wide (Avid/Gear Up/Academies, etc.) Scale Up Include Full Access to PSAT for ALL Students Include Full Access to PSAT for ALL Students Utilized AP Predictors to Recruit Students Utilized AP Predictors to Recruit Students Increase Enrollment/AP/Honors/IB Classes/ District wide Increase Enrollment/AP/Honors/IB Classes/ District wide

Plan of Action (Contd) Annually Increase the Number of Students Taking A-G Requirements Annually Increase the Number of Students Taking A-G Requirements Provide Vertical Articulation Between Feeder Schools to Ensure Proficiency all grade levels Provide Vertical Articulation Between Feeder Schools to Ensure Proficiency all grade levels Effective Staff Development for AP/Honors/IB Integrated into Existing School Reform Efforts Effective Staff Development for AP/Honors/IB Integrated into Existing School Reform Efforts Expand Accountability Framework with Annual Targets for Improvement in College Bound Culture Development Expand Accountability Framework with Annual Targets for Improvement in College Bound Culture Development Accountability and Responsibility Presentations by Principals Accountability and Responsibility Presentations by Principals Focus on Equity and Excellence for ALL Focus on Equity and Excellence for ALL

Eliminating Disproportionality in Student Achievement at Higher Levels Means Eliminating Disproportionality in the Opportunities to Learn at Those Higher Levels

The danger for most of us in our lives is not that we set our sights too high and miss them, but that we set them to low and meet them Michelangelo

Documents

The National Center for Culturally Responsive Educational Systems Addressing Disproportionality: From Planning to Action Dr. Edward Lee Vargas, Superintendent