Closing the Achievement Gap:Closing the Achievement Gap: A path to lower mortality rates A path to lower mortality rates

in minority groupsin minority groups Through education reform directed at closing Through education reform directed at closing the achievement gap between racial groups in the achievement gap between racial groups in

k-12 schools, we can reduce needless k-12 schools, we can reduce needless premature deaths in minority groups. premature deaths in minority groups.

Mortality rates are significantly Mortality rates are significantly higher for minorities in the United higher for minorities in the United States States

Income and MortalityIncome and Mortality

How do we explain How do we explain these differences in these differences in mortality rates by mortality rates by race?race?

Many studies have Many studies have been done linking been done linking income inequality with income inequality with increased disparity in increased disparity in mortality ratesmortality rates Those in lower Those in lower

economic classes economic classes have higher mortality have higher mortality rates*rates*

How can this How can this information be used to information be used to close the gap in close the gap in mortality rates?mortality rates? This research would This research would

point to policy point to policy measures aimed at measures aimed at reducing income reducing income inequalityinequality

In the current political In the current political climate, these climate, these policies would be policies would be near impossible to near impossible to enact, and may be enact, and may be labeled illiberallabeled illiberal

*George A Kaplan, Elsie R Pamuk, John W Lynch, Richard D Cohen, and Jennifer L BalfourInequality in income and mortality in the United States: analysis of mortality and potential pathwaysBMJ, Apr 1996; 312: 999 - 1003.

““Nevertheless, income is only one Nevertheless, income is only one variable among many that affect variable among many that affect our chances of enjoying life, and our chances of enjoying life, and some of the other variables are some of the other variables are also influenceable by economic also influenceable by economic policy.”policy.” Amartya Sen argues Amartya Sen argues

for us to look further for us to look further than this simple single than this simple single variable explanation variable explanation for higher mortality for higher mortality rates rates

Income may be a Income may be a reflection of other reflection of other causescauses

Identifying more Identifying more specific causes of specific causes of higher mortality for higher mortality for minorities would help minorities would help focus policyfocus policy

Policy changes Policy changes affecting these causes affecting these causes may be more realistic may be more realistic politically as well as politically as well as more effective.more effective.

The Significance of EducationThe Significance of Education

In 2002 Andreas Muller In 2002 Andreas Muller performed a regression performed a regression analysis to study the analysis to study the effects of education and effects of education and income inequality on income inequality on mortality. mortality.

His objective was to find His objective was to find out if the predetermined out if the predetermined relationship between relationship between income and mortality was income and mortality was actually a reflection of actually a reflection of differences in education differences in education

Muller found education Muller found education to be a better predictor to be a better predictor of mortality rates than of mortality rates than income *income * NO!

*Andreas Muller. Education, income inequality, and mortality: a multiple regression analysis. BMJ, Jan 2002; 324: 23.

Reduced mortality rates possible without a Reduced mortality rates possible without a proletariat revolution!proletariat revolution!

Large increases in income not needed for a reduction in mortality rates.

Support from Developing Support from Developing CountriesCountries

Sen also finds in his research Sen also finds in his research that:that:

1.1. Reductions in mortality rates not Reductions in mortality rates not always correlated with high always correlated with high economic growth economic growth (large growth (large growth rates of GDP)rates of GDP)

2.2. High economic growth not High economic growth not always accompanied by always accompanied by reductions in mortality rates.reductions in mortality rates.

These studies show:These studies show:

1.1. A decrease in mortality rates A decrease in mortality rates can be achieved without an can be achieved without an increase in income levels and increase in income levels and

2.2. Attempts to reduce mortality Attempts to reduce mortality rates or lengthen life expectancy rates or lengthen life expectancy that focus solely on increasing that focus solely on increasing growth or national income may growth or national income may be misguided and ultimately be misguided and ultimately fruitless fruitless

Back to EducationBack to Education

In Muller's model he uses a In Muller's model he uses a variable that captures education variable that captures education attainment and a variable that attainment and a variable that captures income inequality to captures income inequality to explain mortality rates.explain mortality rates.

Next is a graph that shows the Next is a graph that shows the amount of variation in mortality amount of variation in mortality rates explained by each rates explained by each variable.variable.

Educations effect on mortality rates: Other studiesEducations effect on mortality rates: Other studies

death rates, all causes

0.0

100.0

200.0

300.0

400.0

500.0

600.0

700.0

year

dea

ths

per

100

,000

13 or more years of education

12 years of education

less than 12 years of education

Achievement GapAchievement Gap

Minority and low income Minority and low income students consistently perform students consistently perform worse on tests, take less worse on tests, take less challenging courses and drop challenging courses and drop out at higher rates than their out at higher rates than their white, more affluent classmates.white, more affluent classmates.

Drop out rates for Oregon Drop out rates for Oregon High school studentsHigh school students

Working at BushWorking at Bush

Bush Elementary has Bush Elementary has large proportions of large proportions of minority and low minority and low income studentsincome students

Boost after school Boost after school program provides a program provides a healthy, positive healthy, positive environment for environment for students who would students who would otherwise return to an otherwise return to an empty home.empty home. has time for doing has time for doing

homework and homework and tutoring by Boost tutoring by Boost teachers (me!)teachers (me!)

Time also scheduled Time also scheduled for physical activityfor physical activity

EthnicityEthnicity BushBush State Avg.State Avg.

African African AmericanAmerican

1%1% 3%3%

American American IndianIndian

4%4% 2%2%

AsianAsian 0%0% 4%4%

WhiteWhite 46%46% 77%77%

HispanicHispanic 50%50% 14%14%

Elementary education Elementary education imperative to future successimperative to future success Studies have shown that being able to Studies have shown that being able to read by the time read by the time

one reaches third gradeone reaches third grade is one of the top for factors that is one of the top for factors that predict high school completion.predict high school completion.

Dr. Robert Barr, co-author of Hope at Last for At-Risk Youth In a publication by the Oregon School Boards Association

they list 21 things districts can do to lower the number of high school drop outs. The second recommendation was “Intervene early. The timing of interventions is critical, i.e., in preschool and middle school.”

Achievement gap rears its Achievement gap rears its ugly head at Bushugly head at Bush Drop out rates of students that Drop out rates of students that

attend Bush are much higher for attend Bush are much higher for minorities, following national trends.minorities, following national trends.

Population by race in South Salem High School

White, 80%

Black, 1%

Hispanic, 10%

American Indian, 1%

Asian/ Pacific Islander, 3%

South Salem High School Drop outs

American Indian, 1%

Black, 2%

Asian/Pacific Islander, 6%

No-response, 12%

Hispanic, 24%White, 55%

What is being done?What is being done?

Oregon’s process for allocating Oregon’s process for allocating education fundseducation funds

Funding policy: Where funding Funding policy: Where funding comes fromcomes fromSince the passage of Ballot Measure 5 in Since the passage of Ballot Measure 5 in

1990, caps on local property taxes have 1990, caps on local property taxes have changed the composition of school fundingchanged the composition of school funding

Funding policy: How funds are Funding policy: How funds are allocatedallocated

By district:By district:

Weighted number of students in Weighted number of students in district district

XX

[$4,500 x ($25 x (district average [$4,500 x ($25 x (district average teacher experience – State teacher experience – State

average teacher experience))] average teacher experience))]

Weighted student countsWeighted student counts

At-risk and At-risk and Special Special Education Education students count students count as as more than more than one studentone student, , when when calculating calculating funding for a funding for a school or school or district.district.

WeightWeight

Special Special education education

2.002.00

English as English as second second language language

1.501.50

Pregnant and Pregnant and parenting parenting

2.002.00

Students in Students in poverty poverty

1.251.25

Neglected Neglected and and delinquent delinquent

1.251.25

Students in Students in foster homes foster homes

1.251.25

What this meansWhat this means

More state and less local funds More state and less local funds for schools means funding level for schools means funding level less dependent on affluence of less dependent on affluence of communitycommunity

Focusing funding on at-risk Focusing funding on at-risk students a positive step towards students a positive step towards reducing the achievement gapreducing the achievement gap

ResultsResults

Slow progressSlow progress Drop out rate of Hispanic students Drop out rate of Hispanic students

dropping as the percentage of dropping as the percentage of Hispanic students in Oregon Hispanic students in Oregon schools is rising. schools is rising.

““Schools are realizing the need to Schools are realizing the need to prioritize services and prioritize services and opportunities to this growing opportunities to this growing population.” population.”

I’m a conservative, why I’m a conservative, why should I care?should I care? High mortality High mortality

rates inefficient rates inefficient Better education Better education

and better and better health for health for vulnerable vulnerable groups will lead groups will lead to economic to economic expansionexpansion