Conquering the Achievement Gap: The Promise of African American Males

1. Conquering the Achievement Gap: The Promise of African American Males A SUMMIT SPONSORED BYTHE MICHIGAN DEPARTMENT OF EDUCATION JUNE 5, 2013 EAGLE EYE CONFERENCE CENTER

2. Greetings & Overview Venessa Keesler, Ph.D. Deputy Superintendent, MDE (See Program pp. 3 - 9)

3. Closing the Achievement Gap State Board Reform Priority on Closing the Achievement Gap To close academic achievement gaps, with an initial focus on rapidly improving the academic outcomes of African-American males for whom data shows are Michigan's persistently lowest achieving group. (June 2012) MDE Mission for Closing the Achievement Gap To close the achievement gap between African-American males and the highest achieving student group in all subjects by the 2021-2022 school year.(Summer 2012)

4. Purpose Statement(See Program p. 4) The MDE Achievement Gap Core Planning Team was charged with the research and development of a multidimensional strategy of closing achievement gaps between African American males and the highest performing student group in Michigan.

5. Summit Objectives(See p. 6) Introduce MDE’s strategy for impacting the Achievement Gap between African American males and Michigan’s highest achieving student group Solicit feedback from external stakeholders Engage key stakeholders in active, attentive and concrete ways to close the Achievement Gap

6. Background Deborah Clemmons State School Reform Officer (See Program pp. 59 - 60)

7. Achievement Gap Framework (See pp. 59 - 60) Planning the Work Informing the Work Tracking & Measuring the Work Communicating the Work

8. Achievement Gap Framework (See pp. 11 - 36) • “The Work” • Social Justice Framework • Data and Research • MDE’s Action Strategies • Leveraging Grants • Monitoring • Cultural Relevancy • Educator Effectiveness • Recruitment & Outreach • Operational Equity Analysis • Student Focus Groups

9. Stakeholder Feedback(See Website & Worksheet) Turning Technologies clickers; Today’s Meeting website http://todaysmeet.com/MIAG-2013 This worksheet; and Ongoing dialogue.

10. Today’s Meethttp://todaysmeet.com/MIAG-2013 Back channeling during General Session, Cultural Relevance Breakout Session (#B1), & Equity Breakout Session (#B2) For Breakouts, Today’s Meet website (above) enter either #B1 or #B2 at the beginning of comment/feedback.

11. What is your role? A = Local Education Agency B = Intermediate School District C = State Government Agency D = Higher Education E = School Board (State or Local) F = Legislator/Legislative Staff G = Non-Profit Organization or Foundation H = Business Leader I = Parent J = Other

12. Michael FlanaganState Superintendent • More than 20 years in education administration • Local superintendent (Farmington), Regional superintendent (Wayne RESA) • State Superintendent since 2005

13. Welcome Michael Flanagan State Superintendent (See Program p. 5)

14. Social Justice Framework Theresa Saunders, Ph.D. MDE/OEII Consultant (See Program p. 12)

15. The Social Justice Framework addresses which of the following issues? (See Program p. 12) A = Individual and institutional bias B = Institutional supremacy C = Inequity D = All of the above Clicker Feedback (See Program p. 6)

16. The Assumptions for the Social Justice Framework are … (See Program p. 12) A = State the causes of inequities B = Compare individual beliefs with institutional work C = Present an assessment of the change process D = State MDE’s commitment to strategies and practices that result in positive change Clicker Feedback (See Program p. 6)

17. The Social Justice Principles state that … (See Program p. 12) A = Institutional bias has implications for MDE’s role and resources B = There are no successful strategies for creating equity in an institution C = Institutional bias can result in inequity that harms all members of an institution D = A and C above Clicker Feedback

18. Stakeholder Feedback http://todaysmeet.com/MIAG-2013 Comments: (strengths * gaps * questions) (See Worksheet)

19. Data and Research Darren Woodruff, Ph.D. AIR (See Program pp. 13 - 25)

20. What is the Achievement Gap? There are multiple indicators: The achievement gap is reflected most clearly in grades, standardized test scores, high school graduation rates, placement in special education and advanced placement courses, and suspension and expulsion rates.” L. Darling-Hammond, The Flat Earth and Education: How America’s Commitment to Equity Will Determine Our Future

21. Current Challenges of Education for African American Students • Schools serving the most African-American and Hispanic students are nearly twice as likely to employ teachers who are first or second year teachers, • African American students are over 3 ½ times more likely to be suspended and expelled than their White peers, • Less than a third of high schools serving the most Hispanic and AA students offer Calculus and only 40% offer physics, • Teachers in elementary schools serving primarily AA and Hispanic students are paid on average $2250 less per year than colleagues in the same district working with the fewest AA and Hispanic students. 2009/10 OCR Civil Rights Data Collection

22. Current Challenges of Education for African American Males • African American males are more likely than any other group to be suspended and expelled from school, • Less likely to enroll or graduate from college, • More likely to be classified as cognitively impaired, emotionally impaired, or suffering from a learning disability, • More likely to be absent from gifted and talented programs, Advanced Placement and honors courses, and international baccalaureate programs. Pedro Noguera, 2012

23. Student Demographics in Michigan

24. Economic Status: Percent of Disadvantaged Students

25. Reading Performance Elementary/Middle Grades: 2008 - 2012

26. Reading Performance High School: 2008 - 2012

27. Math PerformanceElementary/Middle Grades: 2008 - 2012

28. Math PerformanceHigh School: 2008 - 2012

29. How aware were/are you of these data patterns? 1 = Yep, this sounds right! 2 = Gosh, I knew but not to this extent. 3 = Wow, I had no idea! 4 = Hmm … I am questioning the validity and accuracy of this data. 5 = You’re kidding…this data barely scratches the surface. (See Program pp. 13 - 27) Clicker Feedback

30. Special Education by Race/Ethnicity Ages 3-26, 2010 Source: Annual Special Education Child Count

31. Special Education by Race/Ethnicity Source: Annual Special Education Child Count

32. Student Participation in Gifted and Talented Programs Source: ocrdata.ed.gov/Home

33. Out of School Suspensions Source: ocrdata.ed.gov/Home

34. Student Expulsions Source: ocrdata.ed.gov/Home

35. Graduation and Dropout Rates Source: Center for Educational Performance and Information (CEPI)

36. Which metric needs to be addressed most urgently for the achievement gap to narrow or close?  A = Expulsion and Disciplinary Rates B = MEAP/NAEP scores C = Graduation/Dropout Rates D = Special Education Identification E = Students’ access to advanced/Gifted & Talented courses F = Students’ access to remediation G = Participation in early childhood education H = Teacher quality (See Program p. 13) Clicker Feedback

37. Which of these metrics is/are most relevant for your school district or organization? (You can choose more than one response.) (See Program p. 13) Clicker Feedback A = Expulsion and Disciplinary Rates B = MEAP/NAEP scores C = Graduation/Dropout Rates D = Special Education Identification E = Students’ access to advanced/Gifted & Talented courses F = Students’ access to remediation G = Participation in early childhood education H = Teacher quality

38. Stakeholder Feedback http://todaysmeet.com/MIAG-2013 Comments: (strengths * gaps * questions) Connections: What are you doing or could you do to impact the metrics that are most relevant to your school district or organization? (See Worksheet)

39. Leveraging Grants Mike Radke, Director Office of Field Services (See Program pp. 27- 28)

40. “Leveraging Grants” addresses up to 2,026 schools* * Total schools on Top to Bottom list = 2866

41. How will MDE Leverage Grants to address the Achievement Gap? Require schools with the largest gaps to: • Implement 1-2 research based strategies from a list defined by MDE • Commit a percent (10%?) of formula grants (when possible) to close the gaps and increase this percent if gaps are not closing fast enough • Include “close your achievement gap” as an additional criteria for initial and renewal of competitive grants

42. Given your current understanding, to what extent do you believe that leveraging grants at MDE will positively influence the achievement gap? 1 = It should make a dramatic impact 2 = It should make a strong impact 3 = It should make a moderate impact 4 = It should make a minor impact 5 = It will not make a difference (See Program pp. 27- 28)

43. Comments(strengths * gaps * questions) Connections(what we are currently doing or can do to contribute) http://todaysmeet.com/MIAG-2013 (See Worksheet) • My role/organization is identified in this proposed strategy. I/we commit to: • High participation • Moderate participation • Minimal participation • No participation • Other ways that I/we can contribute: • Support communication and roll-out • Offer skill, expertise, and/or people to help • Provide data • Share practices • Provide fiscal support • We have a related initiative (Describe) • Other (Describe)

44. Monitoring (See Program p. 31) Patty Cantu, Director Office of Career and Technical Education

45. Given your current understanding, to what extent do you believe that the MDE Monitoring Strategy will positively influence the achievement gap? 1 = It should make a dramatic impact 2 = It should make a strong impact 3 = It should make a moderate impact 4 = It should make a minor impact 5 = It will not make a difference (See Program p. 29)

46. Comments(strengths * gaps * questions) Connections(what we are currently doing or can do to contribute) http://todaysmeet.com/MIAG-2013 (See Worksheet) • My role/organization is identified in this proposed strategy. I/we commit to: • High participation • Moderate participation • Minimal participation • No participation • Other ways that I/we can contribute: • Support communication and roll-out • Offer skill, expertise, and/or people to help • Provide data • Share practices • Provide fiscal support • We have a related initiative (Describe) • Other (Describe)

47. Cultural Relevancy/Curriculum Enhancement Gregg Dionne Curriculum & Instruction Manager Office of Educational Improvement & Innovation (See Program pp. 29 - 30)

48. Given your current understanding, to what extent do you believe that the Cultural Relevancy/Curriculum Enhancement Strategy at MDE will positively influence the achievement gap? 1 = It should make a dramatic impact 2 = It should make a strong impact 3 = It should make a moderate impact 4 = It should make a minor impact 5 = It will not make a difference (See Program pp. 29 - 30)

49. Comments(strengths * gaps * questions) Connections(what we are currently doing or can do to contribute) http://todaysmeet.com/MIAG-2013 (See Worksheet) • My role/organization is identified in this proposed strategy. I/we commit to: • High participation • Moderate participation • Minimal participation • No participation • Other ways that I/we can contribute: • Support communication and roll-out • Offer skill, expertise, and/or people to help • Provide data • Share practices • Provide fiscal support • We have a related initiative (Describe) • Other (Describe)

50. Educator Effectiveness Dr. Flora Jenkins, Director Office of Professional Preparation Services Jeremy Reuter Special Assistant to Deputy Superintendent Office of Great Start (See Program p. 32)