Closing the Achievement Gap: A path to lower mortality rates in minority groups

1. Closing the Achievement Gap:A path to lower mortality rates in minority groups Through education reform directed at closing the achievement gap between racial groups in k-12 schools, we can reduce needless premature deaths in minority groups.

2. Mortality rates are significantly higher for minorities in the United States

3. How do we explain these differences in mortality rates by race? Many studies have been done linking income inequality with increased disparity in mortality rates Those in lower economic classes have higher mortality rates* How can this information be used to close the gap in mortality rates? This research would point to policy measures aimed at reducing income inequality In the current political climate, these policies would be near impossible to enact, and may be labeled illiberal Income and Mortality *George A Kaplan, Elsie R Pamuk, John W Lynch, Richard D Cohen, and Jennifer L BalfourInequality in income and mortality in the United States: analysis of mortality and potential pathwaysBMJ, Apr 1996; 312: 999 - 1003.

4. Amartya Sen argues for us to look further than this simple single variable explanation for higher mortality rates Income may be a reflection of other causes Identifying more specific causes of higher mortality for minorities would help focus policy Policy changes affecting these causes may be more realistic politically as well as more effective. “Nevertheless, income is only one variable among many that affect our chances of enjoying life, and some of the other variables are also influenceable by economic policy.”

5. The Significance of Education • In 2002 Andreas Muller performed a regression analysis to study the effects of education and income inequality on mortality. • His objective was to find out if the predetermined relationship between income and mortality was actually a reflection of differences in education • Muller found education to be a better predictor of mortality rates than income * NO! *Andreas Muller. Education, income inequality, and mortality: a multiple regression analysis. BMJ, Jan 2002; 324: 23.

6. Reduced mortality rates possible without a proletariat revolution! Large increases in income not needed for a reduction in mortality rates.

7. Support from Developing Countries • Sen also finds in his research that: • Reductions in mortality rates not always correlated with high economic growth (large growth rates of GDP) • High economic growth not always accompanied by reductions in mortality rates.

8. These studies show: • A decrease in mortality rates can be achieved without an increase in income levels and • Attempts to reduce mortality rates or lengthen life expectancy that focus solely on increasing growth or national income may be misguided and ultimately fruitless

9. Back to Education • In Muller's model he uses a variable that captures education attainment and a variable that captures income inequality to explain mortality rates. • Next is a graph that shows the amount of variation in mortality rates explained by each variable.

11. Educations effect on mortality rates: Other studies

12. Achievement Gap • Minority and low income students consistently perform worse on tests, take less challenging courses and drop out at higher rates than their white, more affluent classmates.

13. Drop out rates for Oregon High school students

14. Working at Bush • Bush Elementary has large proportions of minority and low income students • Boost after school program provides a healthy, positive environment for students who would otherwise return to an empty home. • has time for doing homework and tutoring by Boost teachers (me!) • Time also scheduled for physical activity

15. Elementary education imperative to future success • Studies have shown that being able to read by the time one reaches third grade is one of the top for factors that predict high school completion. • Dr. Robert Barr, co-author of Hope at Last for At-Risk Youth • In a publication by the Oregon School Boards Association they list 21 things districts can do to lower the number of high school drop outs. The second recommendation was “Intervene early. The timing of interventions is critical, i.e., in preschool and middle school.”

16. Achievement gap rears its ugly head at Bush • Drop out rates of students that attend Bush are much higher for minorities, following national trends.

19. What is being done? Oregon’s process for allocating education funds

20. Since the passage of Ballot Measure 5 in 1990, caps on local property taxes have changed the composition of school funding Funding policy: Where funding comes from

21. Funding policy: How funds are allocated • By district: Weighted number of students in district X [$4,500 x ($25 x (district average teacher experience – State average teacher experience))]

22. Weighted student counts • At-risk and Special Education students count as more than one student, when calculating funding for a school or district.

23. What this means • More state and less local funds for schools means funding level less dependent on affluence of community • Focusing funding on at-risk students a positive step towards reducing the achievement gap

24. Results • Slow progress • Drop out rate of Hispanic students dropping as the percentage of Hispanic students in Oregon schools is rising. • “Schools are realizing the need to prioritize services and opportunities to this growing population.”

25. I’m a conservative, why should I care? • High mortality rates inefficient • Better education and better health for vulnerable groups will lead to economic expansion