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New Policies and Strategies Required to Close Education Achievement Gaps

Achievement Gap Summit:

Acknowledging the Opportunity Gap with a Focus on African American Males

Michigan Department of Education

Eagle Eye Conference Center East Lansing, MI

June 5, 2013

Michael T. Nettles

Senior Vice President Policy Evaluation and Research Center

Confidential and Proprietary. Copyright © 2013 by Educational Testing Service. All rights reserved. Confidential and Proprietary. Copyright © 2013 by Educational Testing Service. All rights reserved.

National Goals… for All Segments of U.S. Society?

• The Obama Administration

• 60 percent degree attainment (B.A. or A.A.)

• Ages 25-34

• By 2020

• Lumina Foundation

• 60 percent degree attainment (B.A. or A.A.)

• Ages 25-64

• By 2025

2

Source: U.S. Department of Education, “New State-by-State College Attainment Numbers Show Progress toward 2020 Goal.” Press

release, July 2012.

Source: Personal email with Lumina Foundation representative, April 13, 2012.


Three key aspects of preparation and readiness for college and careers:

• Academic – standardized test scores, curriculum taken

• Financial – parent income, financial aid, parent savings

• Social – student expectations, teacher expectations, parent expectations, teacher quality, parent’s education

3


Among 25-34 year-olds, Blacks trail Whites in attainment of B.A. degrees and higher, and only slightly in A.A. degrees. Black male attainment is lower than that of Black females.

4 Source: U.S. Census Bureau, Current Population Survey, 2011.

36.8

29.3

43.7

35.9

39.8

23.1

17.6

20.5

11.3

8.9

12.4

10.2

11.3

11.2

8.6

10.0

19.2

18.5

19.0

18.9

19.0

25.3

22.4

23.9

0 10 20 30 40 50

Total females

Total males

White females

White males

Total Whites

Black females

Black males

Total Blacks

Percent

Some college

Associate's degree

Bachelor's degree or higher

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5%

6%

17%

13%

7%

5%

3%

4%

14%

13%

6%

5%

6%

15%

25%

23%

20%

14%

11%

11%

9%

12%

16%

16%

57%

62%

61%

67%

74%

64%

53%

52%

0% 100%

Population age 18-25

Total first-time fulltime freshmen

Most Competitive

Highly Competitive

Very Competitive

Competitive

Less Competitive

Non-competitive

Amer. Indian/ Alaskan Native Asian African American Hispanic Pacific Islanders White Two or more races

In 2011, African American and Hispanic Students were Underrepresented in Enrollment at

Selective Institutions

Notes: This figure represents student enrollment at institutions ranked by Barron’s Profile of American Colleges 2013 with IPEDS 2011 Fall enrollment

data. Includes only Title IV institutions. This table includes 1,407 ranked institutions. Population age 18-24 is adapted from Digest of Education Statistics :

2011, Table 21. The Total excludes race/ethnicity unknown and nonresident alien.

6/5/2013


5%

6%

15%

11%

6%

5%

4%

3%

14%

9%

5%

5%

6%

11%

17%

15%

20%

9%

8%

7%

7%

9%

12%

12%

57%

64%

56%

66%

71%

66%

57%

60%

0% 100%

Population age 18-25

Total

Most Competitive

Highly Competitive

Very Competitive

Competitive

Less Competitive

Non-competitive

Amer. Indian/ Alaskan Native Asian African American Hispanic Pacific Islanders White Two or more races

Notes: This figure represents degrees conferred by selectivity at institutions ranked by Barron’s Profile of American Colleges 2013 with IPEDS completion file.

Includes only Title IV institutions. This table includes 1,406 ranked institutions. Population age 18-24 is adapted from Digest of Education Statistics : 2011,

Table 21. The Total excludes race/ethnicity unknown and nonresident alien.

In 2011, African American and Hispanic Students were Underrepresented in B.A.

Degrees Conferred by Selective Institutions

6/5/2013


Black and Hispanic Unemployment in the U.S. is Persistently Higher than that

of Whites and Asians

0

2

4

6

8

10

12

14

16

181

99

0

19

91

19

92

19

93

19

94

19

95

19

96

19

97

19

98

19

99

20

00

20

01

20

02

20

03

20

04

20

05

20

06

20

07

20

08

20

09

20

10

20

11

20

12

Pe

rce

nt White

Black

Hispanic

Asian

Source: Bureau of Labor Statistics, Current Population Survey.

7


The annual degree production of Black males needs to increase by 239 percent to reach 60 percent attainment among

25-34 year-olds in 2020

8

Total

Associate’s and Bachelor’s

Degrees in the Population,

2011

Number of Additional

Degrees Needed to Reach 60 Percent

Attainment in 2020

Projected Average Number of

Degrees Produced Each Year

Annual Degree Production

Needed to Reach 60 Percent

Attainment in 2020

Percent Increase in Annual Degree

Production Needed Over

Projected Production

U.S. Population 16,682,244 8,998,934 1,279,080 2,278,961 78%

Whites 11,396,669 3,291,044 836,672 1,202,344 44%

Males 5,110,660 2,333,117 392,939 652,174 66%

Females 6,286,009 957,927 443,733 550,170 24%

Blacks 1,474,425 2,116,334 135,197 370,345 174%

Males 572,463 1,229,090 57,045 193,611 239%

Females 901,962 887,244 78,152 176,734 126%

Note: Table is based on 2011 data from the American Community Survey, the most recent ACS data available.

Degrees needed per year are calculated beginning in 2011.

Source: U.S. Census Bureau, American Community Survey, Public Use Micro Data Sample 2011, [Data Ferrett], calculations done by authors.


ACADEMIC INDICATORS OF PREPARATION

9


Among 12th graders, less than 7% of Blacks scored At or Above Proficient in math on

NAEP, compared with about 32% of Whites

10

25.6

25.3

62.9

64.0

44.1

39.7

31.1

29.6

28.1

30.9

5.8

6.2

2.2

4.1

0.2

0.2

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

White female

White male

Black female

Black male

Below Basic At or above Basic At or above Proficient At Advanced

Source: U.S. Department of Education, Institute of Education Sciences, National Center for Education Statistics, National

Assessment of Educational Progress (NAEP), 2009 Mathematics Assessment.


13.1

24.3

36.1

51.3

33.6

36.2

42.4

36.8

44.2

34.7

20.2

11.2

9.0

4.8

1.4

0.6

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

White female

White male

Black female

Black male

Below Basic At or above Basic At or above Proficient At Advanced


Assessment of Educational Progress (NAEP), 2009 Reading Assessment.

Among male 12th graders, less than 12% of Blacks scored At or Above Proficient in reading on NAEP, compared with about 39% of Whites


160

170

180

190

200

210

220

230

240

250

260

270

280

290

300

310

320

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Sch

oo

l Me

ans

Percent Black in School

NAEP 2011 Grade 4 Math Assessment: Average within-school

Scale Scores for Black and White Students in Public Schools, by


Black Means White Means Black National Mean White National Mean






120

130

140

150

160

170

180

190

200

210

220

230

240

250

260

270

280

290

300

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Sch

oo

l Me

ans


NAEP 2011 Grade 4 Reading Assessment: Average within-school Scale Scores for Black and White Students in Public Schools, by






Black students’ NAEP math scores decline as the

percentage of Black students in schools increases in MI

14

160

170

180

190

200

210

220

230

240

250

260

270

280

290

300

310

320

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Sch

oo

l Me

ans


NAEP 2011 Grade 4 Math Assessment: Average within-school Scale Scores for Black and White Students in Public Schools in Michigan, by Percent Black in School





Hispanic students’ NAEP math scores decline as the

percentage of Hispanic students in schools increases in MI

15

160

170

180

190

200

210

220

230

240

250

260

270

280

290

300

310

320

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Sch

oo

l Me

ans

Percent Hispanic in School

NAEP 2011 Grade 4 Math Assessment: Average within-school Scale Scores for Hispanic and White Students in Public Schools in Michigan, by Percent Hispanic in School

Hispanic Means White Means Hispanic National Mean White National Mean




Black students’ NAEP reading scores decline as the

percentage of Black students in schools increases in MI

16

120130140150160170180190200210220230240250260270280290300

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Sch

oo

l Me

ans


NAEP 2011 Grade 4 Reading Assessment: Average within-school Scale Scores for Black and White Students in Public Schools in Michigan, by Percent Black in School





Hispanic students’ NAEP reading scores slightly decline as

the percentage of Hispanic students in schools increases in MI

17

120

130

140

150

160

170

180

190

200

210

220

230

240

250

260

270

280

290

300

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Sch

oo

l Me

ans

Percent Hispanic in School

NAEP 2011 Grade 4 Reading Assessment: Average within-school Scale Scores for Hispanic and White Students in Public Schools in Michigan, by Percent Hispanic in School

Hispanic Means White Means Hispanic National Mean White National Mean


.

18

Notes: Minimum Preparation Curriculum requirements include: (1) Four credits in English; (2) Three credits in Mathematics; (3) Three credits in Science; (4) Three credits in Social Sciences and (5) Two credits in foreign language.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Educational Longitudinal Survey, 2002 Base Year Survey, 2004 first follow-up survey and 2006 second follow-up survey.

Among high school graduates in 2004, the percent of Black males who met minimum curriculum requirements was lower

than Whites and Asians, and Hispanics were even further behind


.

19

Notes: Advanced Preparation Curriculum requirements include: (1) Four credits in English; (2) Four credits in Mathematics; (3) Four credits in Science; (4) Four credits in Social Sciences, (5) Three credits in foreign language and (6) One credits in AP/IB.

SOURCE: U.S. Department of Education, National Center for Education Statistics, Educational Longitudinal Survey, 2002 Base Year Survey, 2004 first follow-up survey and 2006 second follow-up survey.

Among high school graduates in 2004, the proportion of Black males who met advanced curriculum requirements

was lower than any other race/ethnic group


FINANCIAL INDICATORS OF PREPARATION

20


30.4

38.1

20.7

26.2

0

5

10

15

20

25

30

35

40

45

Male Female Male Female

Black White

Perc

ent

Source: U.S. Census Bureau, Current Population Survey 2011, Retrieved from American Fact Finder

In 2011, 30 percent of Black males ages 18-24 lived in poverty, compared with 21 percent of White males


In 2009, White parents tend to begin saving for their children’s college

education earlier than Black parents do

23

18.1

13.4

27.6 27.3 25.3

18.7

28.2 26.4

18.3

27.3

16.9 17.5

38.3 40.6

27.3 28.8

0

5

10

15

20

25

30

35

40

45

Male Female Male Female

Black White

Perc

ent

Before 1st grade Between the 1st and 6th grades

In the 7th, 8th, or 9th grades Have not begun to prepare

Source: U.S. Department of Education, National Center for Education Statistics, High School Longitudinal Study of 2009, (HSLS:09).


SOCIAL INDICATORS OF PREPARATION

24

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Source: U.S. Department of Education, National Center for Education Statistics, High School Longitudinal Study, Base Year Survey (HSLS: 09).

In 2009, 24 percent of Black male 9th graders had a parent with a B.A. or higher, compared

with 46 percent of White males

Perc

ent


In 2009, more Black 9th graders expect to earn a doctoral degree than do White 9th graders

26

19.6

13.5 13.6

8.2 6.5

7.6

5.1 5.6

19.3

21.8

11.6

19.2 18.3

21.9 21.7

24.1

21.3

15.2

30.1

22.2

15.1

20.0

17.8

20.6

0

5

10

15

20

25

30

35

Black male White male Black female White female

Perc

ent

Less than associate's degree Associate's degree Bachelor's degree

Master's degree Doctoral degree Don't know

Source: U.S. Department of Education, National Center for Education Statistics, High School Longitudinal Study of 2009, Base Year

Survey(HSLS:09).


In 2002, math teachers expected 80 percent of white male sophomores to attain some college or above, but had the

same expectations for only 59 percent of black male sophomores

6/5/2013 27

6.0

1.5

3.9

1.0

35.4

18.7

25.0

12.8

18.7

19.5

27.6

17.6

7.3

8.8

7.2

8.0

27.0

38.3

29.5

45.1

3.9

11.2

5.6

13.2

1.7

2.1

1.1

2.3

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Black male

White male

Black female

White female

Less than high school graduation High school graduation or GED only

Attend or complete 2-year college Attend college, 4-year degree incomplete

Graduate from college Obtain Master's degree or equivalent

Obtain PhD, MD, other advanced degree

Source: U.S. Department of Education, National Center for Education Statistics, Educational Longitudinal Study (ELS: 02/06).


In 2009, 77 percent of Black male students were taught by math teachers with a certificate, compared with 83 percent

of White male students

6/5/2013 28

76.6

19.0 21.5

83.4

19.5 19.0

75.4

21.9 18.0

83.2

20.1 19.1

0

10

20

30

40

50

60

70

80

90

Math teachers have regularcertificate

Math teachers have B.A.major in math

Less than 3 years of mathteaching

Perc

ent Black male

White male

Black female

White female

SOURCE: U.S. Department of Education, National Center for Education Statistics, High School Longitudinal Study, 2009 Base Year

Survey (HSLS: 09).


POLICY RECOMMENDATIONS

6/5/2013 29


1. Provide African Americans with higher-quality education at all levels, starting with early ages of life and sustaining the focus on developing human capital through college completion. Actions should include the following:

•The development of high-quality K–12 schools that are on par with the best schools in the nation, where teaching, learning and socialization are the prime indicators of quality.

•The development and delivery of high-quality curricula for the early years of life (ages birth to 8) that emphasize literacy, numeracy/mathematics, social and emotional development, and executive functioning.

6/5/2013 30

Recommendations to address both the short-term and long-term underachievement and low college-degree

attainment of African-American males:


2. Assist African Americans in raising their school performance and preparing to take standardized tests in elementary, middle and high school by introducing the following actions in schools:

•Identify the best available standardized tests and assessments and deliver education programs to African-American communities about the tests, their structures, contents and uses.

•Expose students to high-quality standardized tests regularly, as part of their school curriculum.

•Launch campaigns designed to raise the expectations of students and teachers that African-American males will prepare academically, financially and socially for college, and attend and graduate from college with at least an associate’s or baccalaureate degree.

6/5/2013 31


3. Recognize that African-American males are the least-represented group among new entering college cohorts, enrolled students and graduates. College admissions, persistence and completion can be substantially improved through the following actions:

•The establishment of “promise” community initiatives in cities throughout the United States (Kalamazoo, Pittsburgh, Eldorado, Syracuse, New Haven etc.)

•Local communities should encourage African-American students to aim to attend the nation’s selective colleges and universities and vigorously pursue alternative routes to earning higher education credentials.

•Cities should follow the model established by Louisville, Kentucky’s “55,000 Degrees” initiative.

•Public colleges and universities should be offered incentives for successfully recruiting, enrolling and succeeding in graduating adult African-American students.

6/5/2013 32


4. Conduct new high-quality research for improving the quality and effectiveness of education for African-American males. Included among the issues that require the attention of researchers, but for which data and evidence are lacking, are the following:

•How to remove or compensate for the impediments to educational attainment and achievement that result from the poverty and low socioeconomic conditions of African Americans.

•The incentives and resources required to attract adult African-American males back into schools, colleges and universities to put them on track toward earning degrees.

•Replicating and adapting programs and initiatives that are found to be successful with other populations in the United States and abroad.

•The quality of the home and family lives of African-American boys, their communities’ encouragement and support for their education and careers, the quality of the education they experience prior to entering school, and the quality of teaching and encouragement they receive throughout their school-age years.

6/5/2013 33


Policy Evaluation & Research Center

http://www.ets.org/research/perc/

www.ets.org/s/achievement_gap/index.html

34

http://www.ets.org/research/perc/

http://www.ets.org/s/achievement_gap/index.html

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