Diversity and Learning

1. Diversity and Learning Is Low Achievement for Lower SES and Minority Students Inevitable?

2. 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.

4. Elementary: 260 878 896 240 296 Secondary: 129 359 406 139 91

5. Section I:How Many Students Make It Through?

6. Grad Rates Flat; MoreNon-Traditional Diplomas (18-24 Year-Old High School Completers) Source: US Department of Commerce, Bureau of the Census, Current Population Survey (CPS) October 1998

7. 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

8. 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

9. College Freshmen Graduating Within Six Years (NCAA Division I) Source: 1999 NCAA Division I Graduation Rates Report, p.636

10. 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

11. 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

12. 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

13. 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

14. Of Every 100 Native American Kindergartners: (24 Year-Olds)

15. 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

18. College Graduates by Age 24 Source: Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post Secondary, 1997.

19. 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

20. 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

21. 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.

22. African American and Latino 17 Year Olds Read at Same Levels as White 13 Year-Olds Source: USDOE, NCES, 1999 NAEP Summary Tables online.

23. Why?

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

25. 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

26. 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

27. All Groups Gain in El Paso: El Paso TAAS Pass Rates Math Grades 3, 8 and 10 Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 1999. From the El Paso Collaborative for Academic Excellence.

28. African Americans in Texas Write as Well or Better Than Whites in 7 States Source: USDOE, NCES, National Assessment of Educational Progress (NAEP) Summary Data Tables

29. This is interesting!

30. 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

31. When Asked Students’ Main Plan After High School, Expectations Differed Source: Metropolitan Life, Survey of the American Teacher 2000: Are We Preparing Students for the 21st Century?, September 2000, p. 80.

32. 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

33. ‘A’ Work in Poor Schools Would Earn ‘Cs’ in Affluent Schools Source: Prospects (ABT Associates, 1993), in “Prospects: Final Report on Student Outcomes”, PES, DOE, 1997.

34. 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

35. 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.

36. Vocational Students Taking High-Level English Courses Score Higher Source: Bottoms, Gene. “High School That Work”, SREB, 1998.

37. 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.

38. 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.”

39. Classes in High Poverty High Schools More Often Taught by Underqualified* Teachers *Teachers who lack a major or minor in the field Source: National Commission on Teaching and America’s Future, What Matters Most: Teaching for America’s Future (p.16) 1996.

40. 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)

41. Teachers in High Poverty Schools Spend Less Time Developing Reasoning Skills Source: NAEP 1996 Math Data Tables (NCES, US Department of Education)

42. African Americans Are Less Likely to Get Hands on Science Source: NCES, NAEP Summary Data Tables, 1996.

43. 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.