A' Wade Boykin, Ph'D',

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Closing the Minority Achievement Gap What the
Research Says

• A. Wade Boykin, Ph.D.,
• Executive Director

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Percentage of High-School Graduates
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Percentage of College Graduates By Age Group
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GAP CLOSING OPTIONS
C
PERF
PRE
POST
White Black
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Evidence-Based Approach to School Improvement

• Programs based on research literature
• Programs based on on-site data
• On-site data based on sound methods and
  instruments
• Enabling conditions are provided and documented
• Implementation quality is assessed adjustments
  are made
• Instruction is guided by assessment
• Outcomes are evaluated and linked to conditions
  and implementation

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Evidence-Based Practices

• Did we get these results because of what we did?
• Can we repeat this and get the same results
  again?
• Can we or others get the same results elsewhere
  in similar settings?

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Integrity-Based Principles

• Meaningful Learning
• Strategic Instruction and Critical Engagement
•  Learning Community
•  Cultural Resources
•  
•  Constructive Social Relationships
•  

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Meaningful Learning

• Relevance
• Personal Connections
• World Connections
• Subject Matter Connections
• Importance
• Prior Knowledge, Competences and Understanding

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Strategic Instruction and Critical Engagement

• Graphic organizers
• Mnemonic devices
• Curriculum extension tools
• Strategy modeling
• Critical thinking
• Metacognition

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Learning Community

• Collaboration and collaborative learning
• Student accountability, ownership and
  responsibility
• Student voice and choice
• Inclusiveness

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• Langer (2001)
• Beating the Odds Typical Teachers
• APPROACH T0 SKILLS
  INSTRUCTION
• CONNECTED LEARNINGS
• Multi-faceted 88 0
• None 0 58
• ENABLING STRATEGIES
• Overtly Taught 100 17
• Left Implicit 0 83
• CONCEPTION OF LEARNING
• Deeper Understanding 100 0
• Immediate Goal 0 100
• CLASSROOM ORGANIZATION
• Shared Cognition 96 8
• Individual Thinking 4 92

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STIPEK (2004)

• Constructivist Teaching
• Phonics Instruction Embedded in Meaningful Text
• Modeling Guided Use of Explicit
  Comprehension Strategies
• Multiple Methods of Reading Instruction
• Connection to Childrens Personal
  Experiences
• Encouragement of Self Expression

• Didactic Teaching
• Isolated Phonics Instruction
• Rote Memorization
• Teachers Read to Students Without Engaging in
  Conversation
• Correctness Emphasis in Childrens Writing

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Prediction of Didactic Teaching
Below Grade Level .18 Eligible
Lunch .04 African American .42 Latino in
School .06 P lt .001 Entries are regression
coefficients
Stipek (2004)
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Teacher Reports Regular Use Of Multiple Choice
Math

• Grade 4 Grade 8
• Black Students 70 63
• White Students 56 38
• NAEP 2000 Math Data Set

Lubienski (2002)
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Cultural Resources

• Family, peer, community socialization
• Traditions, rituals and practices
• Fundamental core values
• Culturally salient learning structures
• Popular culture

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Classroom-based Communalism Study Comparison of
Fractions Posttest Performance
Coleman, 2003
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Constructive Social Relationships

• Encouragingly high expectations
• Effort and improvement emphasis
• Constructively prosocial behaviors and
  communications

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Two Factors Significantly Predicted Students
Classroom Belonging In A Study of Middle School
Mathematics Classrooms

• Peer Support (.40)
• Emotional Risk (-.30)

Hamm Faircloth (2005)
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Kaplan Maehr (1999)
Task Ego Goals Goals Emotional
Tone -.35 Peer Relationships -.31 Perceive
d Academic Efficacy .49 Disruptive
Behavior -.41 Significant Regression
Coefficients
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When You Work Really Hard In School, Which of the
Following Reasons Are Most Important To You
Percentages Blk Wht
Hisp Asn My Teachers Encourage Me 47
31 41 31 To Work Hard The Teacher
15 29 19 20 Demands It
Ferguson (2003)
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My Teachers Support Me and Care About My Success
in Their Class (In Percentages) (N537)
Black Black Asian Asian White White
Male Female Male Female Male Female Str
ongly Agree 8 12 24 36 33
44 Agree 12 16 42 33 21
27 Disagree 38 45 16 15 18 11 Strongly
Disagree 42 27 18 16 28 18
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Ways That Teachers Convey Differential
Achievement Expectations to Students

• Teacher calls on low expectation (LE) students
  less often than high expectation students (HE)
• Teacher likely to give less praise and more
  criticism for failure to LE students
• Teacher shows less acceptance and use of ideas
  put forth by LE students
• Teacher provides briefer and less informative
  feedback to questions raised by LE students
• Teacher gives LE students less benefit of the
  doubt
• Wait time before teacher provides an answer is
  less for low expectation (LE) students
• Teacher more likely to give low expectation (LE)
  students the answers, while more likely to give
  high expectation (HE) students clues or to
  rephrase a given question

Adapted from Good (1987) Ferguson (1998)
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Integrity-Based Strategies

• Connections
• Critical Thinking
• Collaboration
• Culture
• Concern

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• IF YOU DONT KNOW WHERE YOU ARE GOING, ANY ROAD
  WILL TAKE YOU THERE

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Key Talent Development/Talent Quest Principles

• Co-Construction
• Multiple Outcomes
• Multiple Success Pathways
• Asset-Driven Evidence-Based Activities

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So What Do We Mean By Assets?

• Interests and Preferences
• Motivational Inclinations
•  
• Passions and Commitments
•  
• Personal, Family, and Cultural Values
• Family Traditions and Practices
•  Attitudes, Beliefs and Opinions
•  Self-Perceptions and Personal or Collective
  Identities
•  Prior Experiences
•  Prior Knowledge
•  Existing and Emerging Understanding

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• IF YOU DONT KNOW HOW TO GET THERE
• THEN YOU WONT!

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How To Get There

• Theory
• Targets
• Training
• Tools
• Things (Resources, Activities, etc.)

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THEORY
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WARNING!!
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I N T E G R I T Y B A S E D S T R A T E G I E S

Cognitive Processes
First Order Learning Outcomes
Attentional Deployment Elaboration Representation
Schemes Concept Webbing
K S Accumulation Long Term Retention Retrieval
Mechanisms
Higher Order Learning Outcomes
Knowledge Transfer Knowledge Production
Application Knowledge Reflection
Judgment Knowledge Communication
Affective Processes
Motivation/Affective Tone Sustained Task
Engagement Efficacy Resilience Academic Identity
The Why Of Enhanced Educational Outcomes
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TARGETS
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TargetsThe Talent Quest Classroom Essential
Features to Observe 

• Kids talking about things that matter to them
• Kids are doing things that connect to other
  things they have learned
•  Kids giving more than one word/one sentence
  answerselaborated justified answers to questions
• Kids are writing about, reflecting on, and
  evaluating what they have learned
• Active out of seat activities
• Popular culture brought in
• Evaluation (oral and written) rubrics that place
  a premium placed on effort and improvement
• Classroom management as constructive socialization

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TRAINING
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Professional Development

• Ongoing (job-embedded)
• Conceptual (what and why)
• Practical (how and when)
• Collaborative (peer support and professional
  learning community)
• Reflective
• Active and hands-on

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TOOLS
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Action Plan for Pathway to Literacy Process Step
1 Previewing the Text   Step in the Pathways to
Literacy Process
        Preview the text Read the text
Return to the text Respond to the text
Extend the text   This action plan will
highlight the first step in the Pathways to
Literacy Process Preview the text.   Key
Strategic Elements for Previewing the
Text 1.     Discuss title/ topic 2.    
Brainstorming 3.     Examine the pictures 4.    
Make Predictions 5.     Reinforce
vocabulary   Previewing the text is done BEFORE
students read the text for a lesson or activity.
Previewing the text is a brief exercise to engage
students in. The goals of Previewing the text
are a) activate prior knowledge about the topic,
and b) help them to make predictions about what
they will learn. This initial step is designed
to increase student motivation, encourage active
engagement and spark a genuine interest in the
learning task.   Specific Strategies for
Previewing the Text 1.     Direct students to
pay special attention to headings 2.     Examine
words that are underlined, italicized, or bold
3.     Review pictures, maps, tables or
graphs 4.     Identify and define key vocabulary
words   Suggestions for Specific Strategies in
Previewing the Text It is suggested that
students be provided with a graphic organizer for
this portion of the exercise. These suggestions
could be done in small groups or teacher
led. 1.     5 minutes to jot down everything the
already KNOW about the topic of the text 2.     5
minutes for students to Pair Share their
responses 3.     2 minutes for student to jot
down their predictions about the text 4.     5
minutes for students to Pair Share their
predictions about the text Instructional
Suggestion After the entire text is read,
teacher should revisit student predictions and
discuss which predictions were accurate and which
text cues were used to make the predictions.
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THINGS
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CONNECTIONS
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Newspaper Exercise (Fostering Meaning)

• Step 1. Read the passage provided for you, and
  take notes on the central or most important
  points.
•  Step 2. Find an article or item in the
  newspaper provided that you believe relates to
  the subject matter of the passage.
•  Step 3. Jot down your justification for why you
  believe this article or item is relevant to the
  book passage.
• Step 4. Share your rationale with your partner,
  and have the partner share is or her rationale
  with you.
•  Step 5. Have your partner further clarify his
  or her position and/or provide
• you with further justification if you feel such
  is necessary and further clarify or provide
  the same for your partner if she or he requests.
  This continues until each is comfortable with
  the others explanation.
•   Step 6. You present to the group your
  partners article or news item and the case your
  partner made for its relevance to the book
  passage.

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CRITICAL THINKING
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Venn Diagram Pioneer Days and Today
Today
Pioneer Days
Food

• Most people buy
• at store can raise,
• grow, or hunt
• Storage is good refrigerator/freezer
• Large variety

• Could raise, grow, or hunt
• All food groups

• Mainly had to raise,
• grow, or hunt
• No good way to store
• Limited variety

Major Holidays and Celebrations

• Thanksgiving
• Religious Christmas, Hanukkah, Easter
• 4th of July
• Weddings,
• Birthdays, anniversaries

• Memorial Day
• Labor Day
• Martin Luther King, Jr.s Birthday

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COLLABORATION(LEARNING COMMUNITY
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Exit Pass Questions

• What is one connection that I was able to make
  between what we learned today and an interest
  or goal that I have?
•   What is one question I wish that I had asked
  today but I was confused or distracted at the
  time to think of it?
•   If I were presenting on the topic at hand, I
  would want to be sure to include?
•   What is the one thing that I hope we will cover
  at tomorrows session?
•   One thing I would like to change about this
  session is .?
•   I would have liked?
•   I would like to know more about ?

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CULTURE
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Communal Learning Prompt
Instructions should be given to the students
while they are holding hands and standing in a
circle around the tutor.
I would like you to help each other by working
together. It is important that you feel connected
with the students that you are working with in
your group. You should also try to do everything
that you can to share, help and work well
together for the good of the group so that
everyone will learn/compete the
story/task/project. Your group is counting on
you to do the best you can so that everyone will
succeed and not just for one of you to do well.
Since all of you live in the same neighborhood,
have similar friends, and go to the same school,
then you are very important to each other. You
should feel close to each other and you should
support one another. Remember also, that you and
your group are working together to make the most
of this time that you are spending here together.
Therefore, you and your group should be helpful,
kind, and giving for the good of everything in
your group. You can do better if you all take
part in learning/completing the
story/task/project.
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CONCERN
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Covington Elementary SchoolCorrelations of
Integrity-based Instructional Practices with
SAT-9 performance (2003-2004)
p?.05 p?.01
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Goodwork Elementary School Correlations of
Integrity-based Instructional Practices and
Student Variables with Scholastic Reading
Inventory (SRI) performance (2003-2004)
p?.05
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Preliminary Goodwork Elementary SchoolStudent
Performance in Reading and MathFY2003 FY
2005MSA
Percent Proficient
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Multiple Outcomes Educating The Whole Child

• Educational Optimism
• Self and Collective Efficacy
• Academic Identity
• Critical Thinking Problem Solving Skills
• Economically Valuable Skills
• Social Emotional Competence
• Transformative Competence

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FOR MORE INFORMATION
 ADDRESS CAPSTONE Institute Howard
University Holy Cross Hall, Room 427 2900 Van
Ness Street, N.W. Washington, D.C.
20008 PHONE [phone] FAX [phone]
 EMAIL crespar_at_crespar.law.howard.edu WEBSITE
www. capstoneinstitute.org