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• 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.

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

Section I:How Many Students Make It Through?

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)

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

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

College Freshmen Graduating Within Six Years (NCAA Division I)

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

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

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

Of Every 100 Native American Kindergartners:

(24 Year-Olds)

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

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

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

College Graduates by Age 24

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

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

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

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

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

African American and Latino 17 Year Olds Read at Same Levels

as White 13 Year-Olds

Why?

What some say:

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

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

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

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

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

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

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

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

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

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

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

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.

Vocational Students Taking High-Level English Courses Score

Higher

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

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.

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.”

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.

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)

Teachers in High Poverty Schools Spend Less Time

Developing Reasoning Skills

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

African Americans Are Less Likely to Get Hands on Science

Source: NCES, NAEP Summary Data Tables, 1996.

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.