Achievement Gap or Rigor Gap? National Association for Multicultural Education Oregon Chapter

1. Achievement Gap or Rigor Gap?National Association for Multicultural EducationOregon Chapter Patrick Burk, Ph.D. Portland State University April 24, 2010

2. Let’s talk about this……. • James Coleman used the term “achievement gap” in 1965. What do you think he meant by that? • What was the policy response?

3. Multnomah County Achievement

4. Multnomah County Achievement

5. Multnomah County Achievement

6. Multnomah County Achievement

7. Multnomah County Achievement

8. Multnomah County Achievement

9. Multnomah County Achievement

10. Multnomah County Achievement

11. Let’s talk about this……. • What strikes you about any pattern in the data over time?

14. Let’s talk about this……. • What might explain students staying in school longer but not graduating on time?

16. Hispanic-White Student Performance: Oregon

18. Let’s talk about this……. • If black and white students learn at about the same rate, what explains the consistent gap over time? • Why have some schools apparently done better at closing the gap?

21. College Readiness and Academic Rigor • ACT Performance • SAT Performance • Impact of Rigorous Academic Core

40. Let’s talk about this……. • In your experience, do you find differences in course-taking patterns? Which students are taking which courses? • Why?

42. Advanced Placement Possibilities AP Possibilities, 2008-09 Data

43. Advanced Placement Possibilities AP Possibilities, 2008-09 Data

44. Let’s talk about this……. • Does the rigor of the course content and of the classroom activities matter?

45. State of Black OregonThe Urban League of Portland • During 2006-07, Black high school students were nearly twice as likely as White students to be expelled or suspended. • The Black-White Difference share of students meeting or exceeding state benchmarks grows dramatically with grade level. • 68 percent of Black students graduate on time compared with 85 percent of White students • 32 percent of the Black graduating class of 2006 have enrolled in an Oregon public university or college (through Spring 2008); compared with 47 percent of white students.

46. “Beyond the first fall, students admitted with low GPA and test scores continue to experience lower retention than those entering with standard admission. Students entering with missing subject requirements also consistently have lower retention than those entering with standard admission.” • Source: PSU Office of Institutional Research and Planning, 2008

48. Let’s talk about this……. • What contributes to students staying in college and making progress toward a degree?