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Diversity and Learning Is Low Achievement for Lower SES and Minority Students Inevitable?

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Diversity and Learning. Is Low Achievement for Lower SES and Minority Students Inevitable?. Note to Reviewers:. This presentation is used to partially address the following learning outcomes in EDU 221 - PowerPoint PPT Presentation

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Page 1: Diversity and Learning

Diversity and Learning

Is Low Achievement for Lower SES and Minority Students Inevitable?

Page 2: Diversity and Learning

Note to Reviewers:

This presentation is used to partially address the following learning outcomes in EDU 221• Recognize factual, research-based statements that

represent evidence supporting the relationship between teacher effectiveness and student achievement. (Knowledge and Comprehension).

• Discuss how culture impacts cognition and development, including implications for teaching American Indian children.

Page 3: Diversity and Learning
Page 4: Diversity and Learning

Missoula Billings Great Falls Helena Havre0%

5%

10%

15%

20%

25%

6%

9%

13%

5%

23%

3%

7%

12%

5%

15%

2008 American Indian Reported Enrollment

ElementarySecondary

Elementary: 260 878 896 240 296Secondary: 129 359 406 139 91

Page 5: Diversity and Learning

Section I:How Many Students Make It Through?

Page 6: Diversity and Learning

Grad Rates Flat; MoreNon-Traditional Diplomas

Source: US Department of Commerce, Bureau of the Census, Current Population Survey (CPS) October 1998

(18-24 Year-Old High School Completers)

Page 7: Diversity and Learning

Students Graduate From High School

At Different Rates, 2000

Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States: March 2000, Detailed Tables No. 2

Page 8: Diversity and Learning

Fewer African Americans and Latinos Go to College Immediately

After High School

Source: US Department of Commerce, Bureau of the Census, October Current Population Survey 1998, in NCES, The Condition of Education 2000, p. 149

Page 9: Diversity and Learning

College Freshmen Graduating Within Six Years (NCAA Division I)

Source: 1999 NCAA Division I Graduation Rates Report, p.636

Page 10: Diversity and Learning

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

Page 11: Diversity and Learning

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

Page 12: Diversity and Learning

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

Page 13: Diversity and Learning

Of Every 100 Asian Kindergartners:

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

Page 14: Diversity and Learning

Of Every 100 Native American Kindergartners:

(24 Year-Olds)

Page 15: Diversity and Learning

Drop Out Fast Facts

• On average, AI students drop out of grades 7/8 at a rate more than 14 times that of white students and out of high school at a rate of 2.5 times that of white students.

• In the past five years, AI represented only 11.4% of the total school enrollment for grades 7/8, but accounted for 64% of the dropouts. High school, AI represented 10.4% of enrollment, but 23% of dropouts

Page 16: Diversity and Learning

2001-02

2002-03

2003-04

2004-05

2005-06

2006-07

2007-08

0%

2%

4%

6%

8%

10%

12%

14%

7-Year MT High School Dropout Rate Trents by Race and Ethnicity

American IndianWhiteStatewide

Page 17: Diversity and Learning

Grade 7

Grade 8

Grade 9

Grade 10

Grade 11

Grade 12

0.00%1.00%2.00%3.00%4.00%5.00%6.00%7.00%8.00%9.00%

10.00%

Statewide 5-Year Dropout Rates (2002-2007)

American IndianWhiteOverall

Page 18: Diversity and Learning

College Graduates by Age 24

Source: Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post Secondary, 1997.

Page 19: Diversity and Learning

Gap Narrows, Then Widens NAEP Reading Scores,

17 Year-Olds

Source: US Department of Education, National Center for Education Statistics. NAEP 1999 Trends in Academic Progress (p. 107) Washington, DC: US Department of Education, August 2000

Page 20: Diversity and Learning

Gap Narrows, Then Widens NAEP Math Scores, 13 Year-Olds

Source: US Department of Education, National Center for Education Statistics. NAEP 1999 Trends in Academic Progress (p. 108) Washington, DC: US Department of Education, August 2000

Page 21: Diversity and Learning

Source: USDOE, NCES 1999 NAEP Summary Tables online.

African American and Latino 17 Year Olds Do Math at Same Levels As White 13 Year-Olds

Page 22: Diversity and Learning

Source: USDOE, NCES, 1999 NAEP Summary Tables online.

African American and Latino 17 Year Olds Read at Same Levels

as White 13 Year-Olds

Page 23: Diversity and Learning

Why?

Page 24: Diversity and Learning

What some say:

• They’re poor;• Their parents don’t care;• They come to schools without breakfast; • Not enough books• Not enough parents . . .

Page 25: Diversity and Learning

Wrigley Elementary SchoolKentucky

• 78% poverty• 3rd in the state in reading• 6th in the state in writing

Source: Susan Perkins Weston, KY Association of School Councils, 1999 KY Elementary School Performance and Poverty Report

Page 26: Diversity and Learning

Mount Royal SchoolBaltimore, MD

• 77% Poverty• 99% African American• Highest 5th grade math results in the state

(over 93% scoring at satisfactory level)

Source: Maryland Department of Education Website.1999 Scores

Page 27: Diversity and Learning

Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 1999. From the El Paso Collaborative for Academic Excellence.

All Groups Gain in El Paso: El Paso TAAS Pass Rates Math

Grades 3, 8 and 10

Page 28: Diversity and Learning

Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

African Americans in Texas Write as Well or Better Than

Whites in 7 States

Page 29: Diversity and Learning

This is interesting!

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 100%

10%

20%

30%

40%

50%

60%

70%

80%

90%

Helena 2007-08 CRT % Proficient & Advanced- Reading

American IndianWhite

Page 30: Diversity and Learning

What Students Say:We CAN Learn, But

• some teachers don’t know their subjects• counselors underestimate our potential• principals dismiss concerns• curriculum and expectations are low

Page 31: Diversity and Learning

Source: Metropolitan Life, Survey of the American Teacher 2000: Are We Preparing Students for the 21st Century?, September 2000, p. 80.

When Asked Students’ Main Plan After High School, Expectations

Differed

Page 32: Diversity and Learning

What Teenagers Say About School Rigor

• Fewer than 3 in 10 think their school is very academically rigorous

Source: 1998 Annual Survey for Who’s Who Among American High School Students

Page 33: Diversity and Learning

Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.

‘A’ Work in Poor Schools Would Earn ‘Cs’ in Affluent Schools

Page 34: Diversity and Learning

Students Taking a Rigorous Math Curriculum Score Higher

Source: National Assessment of Educational Progress, 1992 Mathematics Trend Assessment, National Center for EducationalStatistics. NAEP 1992 Trends in Academic Progress (p 113). Washington, DC: US Department of Education. 1994

Page 35: Diversity and Learning

Students In Vocational Courses Do Not Develop Strong Reading

Skills

Source: US Department of Education, National Center for Education Statistics. Vocational Course-Taking and Achievement: An Analysis of High School Transcripts and 1990 NAEP Assessment Scores (p. 20) Washington, DC: US Department of Education, May 1995.

Page 36: Diversity and Learning

Vocational Students Taking High-Level English Courses Score

Higher

Source: Bottoms, Gene. “High School That Work”, SREB, 1998.

Page 37: Diversity and Learning

Low-Income Students Less Likely to be Enrolled in a College Preparatory Track

Source: US Department of Education, National Center for Education Statistics. National Education Longitudinal Study of 1988: Second Follow-Up, 1992 in: A Profile of the American High School Senior in 1992. (p. 36) Washington, DC: US Department of Education, June 1995.

Page 38: Diversity and Learning

African American and Latino 10th Graders Less Likely to be Enrolled in a

College Preparatory Track

Source: US Department of Education, National Center for Education Statistics. National Education Longitudinal Study of 1988: “First Follow-Up Student Study.”

Page 39: Diversity and Learning

Classes in High Poverty High Schools More Often Taught by

Underqualified* Teachers

*Teachers who lack a major or minor in the fieldSource: National Commission on Teaching and America’s Future, What Matters Most: Teaching for America’s Future (p.16) 1996.

Page 40: Diversity and Learning

Math and Science Classes of Mostly Minority Students Are More Often Taught by Underqualified Teachers

Source: Jeannie Oakes. Multiplying Inequalities: The Effects of Race, Social Class, and Tracking on Opportunities to Learn Mathematics and Science (Rand: 1990)

Page 41: Diversity and Learning

Teachers in High Poverty Schools Spend Less Time

Developing Reasoning Skills

Source: NAEP 1996 Math Data Tables (NCES, US Department of Education)

Page 42: Diversity and Learning

African Americans Are Less Likely to Get Hands on Science

Source: NCES, NAEP Summary Data Tables, 1996.

Page 43: Diversity and Learning

High Implementation Schools Wipe Out Black/White Gap in Math Skills:

Pittsburgh

Note: Chart compares students in schools with similar demographics.Source: Briar and Resnick, CSE Technical Report 528, CRESST, UCLA, August 2000.