University of North CarolinaAsheville

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University of North Carolina-Asheville November
18, 2006 Presented by Yvonne Perry, Education
Consultant North Carolina Department of Public
Instruction Division of Middle Grades
Education Raising Achievement and Closing Gaps
Section

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Objectives
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• Define the achievement gap
• Understand the existence and persistence of the
  achievement gap
• Identify the state of educationboth nationally
  and locally
• Define the consequences of not closing the
  achievement gap
• To become familiar with North Carolinas
  initiatives to close the achievement gap
• To understand the role of community in closing
  the achievement gap

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• We can whenever and wherever we choose,
  successfully
• teach all children whose schooling is of interest
  to us.
• We already know more than we need in order to do
  this.
• Whether we do it must finally depend on how we
  feel
• about the fact that we havent so far. - Ron
  Edmonds

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Defining the Achievement Gap(Activity)
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A Definition
The achievement gap is
a persistent, pervasive and significant
disparity in educational achievement and
attainment among groups of students as determined
by a standardized measure. Source Department
of Public Instruction/Raising Achievement and
Closing Gaps Section 2001
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The No Child Left Behind Act Identifies
Achievement Disparities According to
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• Ethnicity
• Asian/Pacific Islander, Black, Hispanic,
  Multiracial, American Indian, White
• English proficiency
• Disability status
• Socio-economic status
• Note School as a whole is also used as a measure
  for adequate yearly progress

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Why Does The Achievement Gap Exist ?
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Possible Factors
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• Teacher Quality
• Teacher Expectations
• Learning Opportunities
• Culture
• Discrimination
• Poverty

• Peer Pressure
• Parental Expectations
• Preschool Education
• Stereotype Threat
• Summer Effect
• Academic Disengagement

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Maximizing Student PotentialSample Trajectory
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National Data
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All groups have improved over time. However,
gaps in achievement persist.
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2005 NAEP Grade 8 Readingby Race/Ethnicity,
Nation
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Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
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2005 NAEP Grade 8 Mathby Race/Ethnicity, Nation
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Source National Center for Education
Statistics, NAEP Data Explorer,
http//nces.ed.gov/nationsreportcard/nde/
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Source NCES 1999-081R, Highlights From TIMSS
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Source NCES 1999-081R, Highlights From TIMSS
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North Carolina Data
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In North Carolina Minority Students are
Over-represented in Special Programs
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Special Education Program Placement by Ethnicity
in North Carolina April 1, 2006
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Note Asian lt1 Multiracial not displayed
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North Carolinas Students of Color are
Under-represented in Advance Placement Programs
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2005-2006 Percent of Students Enrolled in
Academically/Intellectually Gifted Programs by
Ethnicity in North Carolina
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Minority Students Drop out of School at High Rates
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Long-Term Suspensions by Ethnicity2004-2005
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Dropout Rates by Ethnicity and Gender North
Carolina2004-2005
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Percent of Students

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Percent of Dropouts Compared to Membership by
Ethnicity in North Carolina, 2004-2005
Percent of Students

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What are the Consequences?
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Caught in the Quagmire of Consequences
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• Education
• Economic Participation
• Political Participation
• Social Participation

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Economic ParticipationEducational Outcomes and
Economic Outcomes Are Interconnected.
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Jobs requiring higher levels of education are
growing at a faster rate than those not requiring
education beyond high school.
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Percent of Projected Job Growth By Educational
Level, 1998-2008
Source U.S. Department of Labor, Occupational
Outlook Quarterly, Winter, 2000
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Individuals with lower levels of education are
unemployed at higher rates.
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Unemployment Rate By Educational Level, 2004
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Individuals with higher levels of education earn
more during their working lives.
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Average Family Income By Educational Level of
Householder, 2004
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165,079
147,529
119,559
99,070
72,097
66,919
55,729
37,194
Published by Postsecondary Education Opportunity
www.postsecondary.org
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Political Participation
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Individuals with higher levels of education
participate in the political process at greater
rates.
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Percent of American Citizens Registered to Vote
by Educational Level 1966-2000
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Bachelors Degree or More
79.0
77.3
Some College or Associate Degree
75.5
High School Graduate
73.5
66.7
70.0
63.7
9-12 Grade, No Diploma
60.1
Less than 9th Grade
45.9
36.1
Source U.S. Census Bureau, Table A-2 Reported
Voting and Registration by Educational Attainment
.., February 2002
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True participation in a multicultural democratic
society require that all citizens have access to
high quality education, can participate
economically and are politically involved. Ron
Brown
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Social Participation
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Distribution of Prison Population by Ethnicity,
North Carolina, 2/28/02
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Am. Indian 2.0
.01 Asian
Hispanic Other 2.95.
White 33
Black 62
S ource North Carolina Department of
Corrections, Feb 2002
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Percent of Population Compared to Prison Rate by
Ethnicity in North Carolina February 2002

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North Carolinas Initiatives
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• Legislation requiring the use of data identifying
  subgroups
• Piloting the use of Ethnic Data in Measuring
  Student Achievement in Five School Systems
• Closing the Achievement Gap Section
• Raising Achievement and Closing Gaps Conference
• Advisory Commission on Raising Achievement
• HMCU Consortium
• Professional Development for Public School
  Employees
• Early Intervention Project (Project Bright Idea)
• Advanced Placement Project
• Positive Behavior Support

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What can you do? An Activity
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The Committee
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• The mission is to develop a plan that addresses
  raising achievement and closing gaps
• The committee members
• Police Department
• Parks and Recreation
• Boys and Girls Club
• Principals (2)
• Central Office leadership
• YMCA
• Parents
• Faith-based leadership
• Questions for consideration in developing the
  plan
• a. Whos at-risk (of performing poorly,
  dropping out, misplacement)
• b. What works for children at-risk of failure?
• c. What are some strategies?
• d. What is the plan for raising achievement or
  closing gaps?

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Primary Role of Task Force
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• Act as an Advocate for ALL children

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Role of the Task Force

• Work collaboratively with Superintendent and
  local board of education
• Broker community support
• Marketing the urgency of the issue
• Gather and analyze data looking at ALL factors
  and perspectives
• Set goals and prioritize
• Who will do What When?
• How will you know if your efforts are effective?

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Who Should Be Involved?
Parents
Business/Industry
Schools
Students
Government
Community
Churches
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Things the Community Can Do to Help Improve
Student Achievement

• Providing Culturally Oriented Learning
  Activities.
• Establishment of after-school and Saturday
  programs by churches and other community
  organizations.
• Establishment of mentoring and other support
  Programs
• Furnishing Community Role Models for Children.
• Providing Opportunities For Public Speaking and
  for Displaying Talents and Competencies in the
  Community.
• Communicating to Children That They Are Expected
  to Achieve.

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Questions and Concerns?
Evaluations