Narrowing the Achievement Gaps in the Shaker Heights City School District

1. Narrowing the Achievement Gaps in the Shaker Heights City School District April 1, 2006

2. Economic Circumstances – especially poverty Student Mobility Education of Parents Racial and Ethnic Prejudice/Discrimination Cultural Differences Peer Influences Teacher Expectations Academic Coursework Preschool Parenting Practices Stereotype Threat Television Sources : Debra Viadero, Bridging the Gap, May 1, 2000, Vol. II; number 8; page 30, Education Week and Gordon, E.W. & Cota-Robles, E.H. (Co-chairs) (1999). Reaching the Top: A Report of the National Task Force on Minority High Achievement. New York: The College Board Causes of the Achievement Gap

3. Achievement Gaps in Shaker • 4th Grade Proficiency Test Scores • Math 99% white Reading 99%white Writing 98%white • 68%Af. Amer 74%Af. Amer 86%Af. Amer • (OH –72%/39%) (OH -77%/48%) (OH -82%/65%) • One letter grade difference in GPA (grades 7-12) • 200 point difference on the SAT • 16%AP enrollment is African American (34% Honors enrollment)

4. Survey Findings • African Americans watch twice as much television • Popularity: African Americans - important to be tough Whites – self confident, outgoing • Bigger difference in community’s educational levels • Much higher percentage of African American single parent households • Stereotype anxiety evidence in Shaker • Blacks are more likely to study alone

5. SHAKER IS IMPROVING STUDENT ACHIEVEMENT THROUGH: • Professional Development • Early Intervention • Extended Learning Time • Parent/Community Involvement • Computer-Assisted Instruction • Student Scholar Groups • Teacher-Led Study Circles

6. Professional Development

7. Ron Ferguson’s Conclusions • Skill deficits more than effort are reason for GPA gap • Black students report spending as much or more time on homework • Attitudes and behaviors predict within race rather than between race GPA disparities • AP and honors classes are somewhat isolating for black students • Faculty should focus on skills and not oppositional culture

8. John Ogbu’s Recommendations • Use MAC scholars program for academic reengagement • Develop programs for non-MAC members • Provide study skill training • Focus on teacher expectations • Emphasize parental involvement • Build trust between the school district and the African American community

9. Early Intervention

10. Extended Learning Time

11. Parent/Community Involvement

12. Parent Involvement • Creating a home study area • Limiting television viewing • Monitoring homework completion • Finding ways to support achievement at home • Knowing resources available in the schools • Forming a home/school partnership • Involving all families in educational process

13. Community Speakers • Role models/successful professionals from the community discuss the importance of education and making wise life decisions • Career education emphasizes the course work/co-curricular involvement necessary to pursue various professions

14. Computer-Assisted Instruction

15. Student Programming • All-day kindergarten for all students • Kindergarten Resource Program • Before and after school tutoring assistance • Challenges Mathematics Initiative and Algebra Academy (Grades 4-6) • The MAC (minority achievement committee) scholars program has been expanded to include upper elementary and middle school students • SGORR (student group on race relations) has been introduced at earlier grade levels

16. Student ScholarGroups

17. Teacher-Led Study Groups

18. Study Groups • Teachers have formed study groups to reduce the tendency to study in isolation. Fourteen teachers/administrators are supporting primarily African American students enrolled in honors and AP classes • Faculty members are traveling to homes and/or the public library to work with students • District is carefully monitoring enrollment and student progress in all classes

19. Results • Improved performance on proficiency tests, primarily by African-American students • Doubled the # of African American sixth graders scoring proficient in past 3 years • Black combined SAT scores average 976 – 110 points above the average for African American students • 50% increase in AP/Honors enrollment of black students over past six years

20. African-American Enrollment in Honors & AP

21. African-American Enrollment in Honors & AP

22. Action Plan to Narrow Shaker’s Current Achievement Gaps • Continued focus on professional development, early intervention, extended learning time, parent/community involvement, computer-assisted instruction, student scholar groups, and teacher-led study circles • Data driven curricular focus • District coordinators at the elementary & secondary levels • Teacher leaders (all buildings)

23. The Shaker Heights City School District gratefully acknowledges the ongoing support of its local residents, community groups, the PTO, the City of Shaker Heights, the public library, the Youth Center and grants from the Cleveland and George Gund foundations in our efforts to help all students reach their maximum potential.