multnomah county student achievement 2000-2008
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Multnomah County Student Achievement 2000-2008. Presented to the Leaders Roundtable November 25, 2008 Source: Oregon Department of Education, Dr. Patrick Burk. The National Assessment of Educational Progress (NAEP). - PowerPoint PPT PresentationTRANSCRIPT
Multnomah County Student Achievement2000-2008
Presented to the Leaders Roundtable
November 25, 2008
Source: Oregon Department of Education, Dr. Patrick Burk
Multnomah County -- Grade 3 Reading/LiteraturePercent Meeting & Exceeding Standards
0%10%20%30%40%50%60%70%80%90%
100%
Year
African American
Asian
Hispanic
Multi-Racial
Native American
White
Special Education
All Students
Multnomah County -- Grade 5 Reading/LiteraturePercent Meeting & Exceeding Standards
0%10%20%30%40%50%60%70%80%90%
100%
Year
African American
Asian
Hispanic
Multi-Racial
Native American
White
Special Education
All Students
Multnomah County -- Grade 8 Reading/LiteraturePercent Meeting & Exceeding Standards
0%10%20%30%40%50%60%70%80%90%
100%
Year
African American
Asian
Hispanic
Multi-Racial
Native American
White
Special Education
All Students
Multnomah County -- Grade 10 Reading/LiteraturePercent Meeting & Exceeding Standards
0%10%20%30%40%50%60%70%80%90%
100%
Year
African American
Asian
Hispanic
Multi-Racial
Native American
White
Special Education
All Students
Multnomah County -- Grade 3 MathematicsPercent Meeting & Exceeding Standards
0%10%20%30%40%50%60%70%80%90%
100%
Year
African American
Asian
Hispanic
Multi-Racial
Native American
White
Special Education
All Students
Multnomah County -- Grade 5 MathematicsPercent Meeting & Exceeding Standards
0%10%20%30%40%50%60%70%80%90%
100%
Year
African American
Asian
Hispanic
Multi-Racial
Native American
White
Special Education
All Students
Multnomah County -- Grade 8 MathematicsPercent Meeting & Exceeding Standards
0%10%20%30%40%50%60%70%80%90%
100%
Year
African American
Asian
Hispanic
Multi-Racial
Native American
White
Special Education
All Students
Multnomah County -- Grade 10 MathematicsPercent Meeting & Exceeding Standards
0%10%20%30%40%50%60%70%80%90%
100%
Year
African American
Asian
Hispanic
Multi-Racial
Native American
White
Special Education
All Students
The National Assessment of Educational Progress (NAEP)
• The National Assessment of Educational Progress (NAEP) is the only nationally representative and continuing assessment of what America's students know and can do in various subject areas.
• Assessments are conducted periodically in mathematics, reading, science, writing, the arts, civics, economics, geography, and U.S. history. Assessments in world history and in foreign language are anticipated in 2012.
• NAEP assessments are administered uniformly using the same sets of test booklets across the nation.
• NAEP results serve as a common metric for all states and selected urban districts. The assessment stays essentially the same from year to year, with only carefully documented changes. This permits NAEP to provide a clear picture of student academic progress over time.
• In 2007 Oregon assessed 3500 students in 140 schools for NAEP.
National Assessment of Educational Progress—Oregon: 2007READING GRADE 8
National Average 261
Oregon Average 266
National Assessment of Educational Progress—Oregon: 2007Grade 4 Mathematics
National Average 239
Oregon Average 236
National Assessment of Educational Progress—Oregon: 2007Grade 8 Mathematics
National Average 280
Oregon Average 284
National Assessment of Educational Progress—Oregon: 2007WHAT’S NEXT?
NAEP will be administered in High Schools betweenJanuary 26 and March 6, 2009 to a sample oftwelfth-grade students. Students will be assessed ineither mathematics, reading, or science.
In a small number of schools, NAEP will conduct field tests in civics,geography, and U.S. history to prepare for future assessments, andspecial studies of hands-on science tasks and interactive computer tasksin science.
Multnomah County Dropout Rates by Race/Ethnicity--Grades 9-12 1997-98 to 2006-07
7.1 ALL ST UDE NT S
5.6White
8.6 Af r ican Amer ican
14.7Hispanic
4.4Asian/ P acifi c
Islander
12.7
Native Amer ican
0.0
5.0
10.0
15.0
20.0
25.0
30.0
35.0
Between 1997-98 and 2006-07, dropout rates decl ined f or al l r ace/ ethnci ties. Between 2005-06 and 2006-07, dropout rates increased f or al l r ace/ ethnici ties.
Note: Beginning in 1997-98, GED recipients were not counted as dropouts.
All Students 9.1 10.0 9.1 8.4 7.5 7.2 7.1 5.4 6.0 7.1
White 7.7 8.1 7.6 6.8 5.9 5.3 5.1 4.5 4.6 5.6
Af rican American 10.8 11.9 12.0 12.6 11.1 11.4 9.4 6.8 6.6 8.6
Hispanic 24.1 28.7 21.7 18.3 17.7 16.9 20.2 12.2 14.1 14.7
Asian/ Pacifi c Islander 7.4 8.6 7.7 6.3 5.8 5.8 5.5 2.8 3.7 4.4
Native American 17.1 25.8 16.3 17.2 15.0 11.9 7.0 7.6 10.2 12.7
1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07
Figure 7 - Relationship Between the Unemployment Rate and Withdrawal During the Junior & Senior Years in Oregon: 1980-2007
Withdrawal During the J unior & Senior Years
Unemployment Rate Previous Year
0.0%
5.0%
10.0%
15.0%
20.0%
25.0%
30.0%
79-80 80-81 81-82 82-83 83-84 84-85 85-86 86-87 87-88 88-89 89-90 90-91 91-92 92-93 93-94 94-95 95-96 96-97 97-98 98-99 99-00 00-01 01-02 02-03 03-04 04-05 05-06 06-07
Historically, when the Oregon unemployment rate goes down, withdrawal and dropout rates go up because jobs are readily available, and students are more likely to withdraw
from school.
US Census
22%
88%
7%
36%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
1940 2006
High School Diploma
High School Diploma
Bachelor's Degree
Bachelor's Degree
1940-2006 Multnomah County percent of residents age 25+: Educational Attainment
US Census
Multnomah County SAT and AP2008
• Average SAT Scores in Multnomah County– 2147 Students took the SAT Reasoning Test– 435.77 Reading; 440.35 Math; 417.88 Writing
• Range in Multnomah County– Reading: 380-581; Math:395-580; Writing: 366-561
• State Average– 518 Reading; 525 Math; 497 Writing
• National Average– 497 Reading; 510 Math; 488 Writing
• Participation in Advanced Placement in Multnomah County– 1499 Students took at least 1 AP Exam– 2637 AP exams were taken– 1310 exams scored 3 or better
Part IIIPart I: Academic Achievement Part II
Part III
• ACT Recommended Coursework
•ACT research suggests that students today do not have a reasonable chance of becoming ready for college unless they take additional higher-level courses beyond the minimum core, and even then they are not always likely to be ready for college. This finding is in part a reflection on the quality and intensity—the rigor—of the high school curriculum.
•Without improving the quality and content of the core, it appears that most students need to take additional higher-level courses to learn what they should have learned from a rigorous core curriculum, with no guarantee even then that they will be prepared for college-level work.
•ACT Minimum Core
•English: 4 years Social Studies: At least 3 years
•Mathematics: At least 3 years Natural Sciences: At least 3 years
Part I: Academic Achievement Part II
Part I: Academic Achievement Part IIIPart II
•ACT College Readiness Benchmark Scores
Through collaborative research with postsecondary institutions nationwide, ACT has established the following College Readiness Benchmark Scores:
•A benchmark score is the minimum score needed on an ACT subject area test to indicate a 50% chance of obtaining a B or higher or about a 75% chance of obtaining a C or higher in the corresponding credit-bearing college courses.
Part II: Measuring College Readiness
College Readiness Benchmark Score
English English Composition 18 Math Algebra 22 Reading Social Sciences 21 Science Biology 24
ACT SubjectArea Test
College Course(s)
Part IIIPart I
ENGLISH: Readiness for College English Composition
Part II: Measuring College Readiness Part IIIPart I
MATHEMATICS: Readiness for College Algebra
Part II: Measuring College Readiness Part IIIPart I
READING: Readiness for College Social Sciences
Part II: Measuring College Readiness Part IIIPart I
SCIENCE: Readiness for College Biology
Part II: Measuring College Readiness Part IIIPart I
• Achievement Gap persists in Multnomah County, but improvement in grades 3 and 5.
• Oregon performance on national assessments is at or above national averages, but is flat overall.
• Participation and performance in Advanced Placement Exams continues to be a bright spot.
• Clear evidence that participation in a rigorous core set of classes has a positive impact on performance and college readiness. Supports the Oregon Diploma.
• Significant differences by ethnicity in participation in a rigorous core curriculum.
Conclusions
WHAT IS THE BEST RESPONSE OF THE LEADERS ROUNDTABLE?
• Consider the implication of a “Rigor Gap.” To what degree is access predicted by race?
• Select a limited number of clear indicators and mobilize community response.– Pre-school and Full Day Kindergarten– 3rd grade benchmarks for all students– Rigorous and challenging class assignments– 8th grade transition benchmarks– Rigorous core curriculum in every high school for
every student based on proficiency and including student support
• Intervention plans at each grade level• Invest in teacher quality; university partnerships• Support PK-12 alignment to the new diploma
requirements as target objectives