African American Parent Council (AAPC) RECOMMENDATIONS

African American Parent Council (AAPC)

RECOMMENDATIONS May 12, 2016

(with revised slide #6)

By Patricia Chambers, District AAPC Vice-Chairperson

African American Parent Council

AGENDA

Why the AAPC Exists

Recommendation Process

Recommendations

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African American Parent Council 3

Why Does the AAPC Exist? The achievement gap between AA students and their

White peers has NOT decreased. From 2006 to 2013, it actually increased in ELA for most grades.

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4th 5th 6th 7th 8th 9th 10th 11th

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ENGLISH LANGUAGE ARTS (ELA) Proficiency Achievement Gap Change From 2006-2013

(Afr Am vs. White Students)

Source: CDE’s DataQuest System, STAR Data


Why Does the AAPC Exist?

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4th 5th 6th 7th 8th 9th 10th 11th

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MATH/ALG I/GEOMETRY Proficiency Achievement Gap Change From 2006-2013

(Afr Am vs. White Students)

The achievement gap between AA students and their White peers also increased in Math for most grades from 2006 to 2013.

Alg 1 9th-11th

Geom

Source: CDE’s DataQuest System, STAR Data 4



Based on 2015 CAASSP data, the achievement gap still exists, is large…and has not changed since 2013.

AFRICAN AM Students

WHITE Students

2015 GAP

ELA 27% 62% 35 pts

Math 17% 56% 39 pts

% of Students Who Met or Exceeded Standard

Source: CDE’s DataQuest System, CAASSP Data

2013 GAP

34 pts

39 pts

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14/15 Enrollment

%

14/15 Suspension

%

14/15 Suspension

Rate

Afr Am 14% 34.9% 13.2% Hispanic 58% 54.1% 4.9%

White 17% 2.2% 2.2% SED 67% n/a 7.0%

Although down from 18.2% in 2011-12, the suspension rate for Afr. Am. students is higher than ALL other subgroups. Afr. Am. students represent 14% of the enrollment, but 34.9% of the suspensions.

Source: CDE’s DataQuest System

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Per Education Trust-West’s Black Minds Matter report from Oct 2015, African American Students are LEAST LIKELY TO: Become Proficient Readers by 3rd grade

Be place in Gifted and Talented Education (GATE) Prgms

Be placed in full sequence of college-prep course

Complete a college degree

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Per Education Trust-West’s Black Minds Matter report from Oct 2015, African American Students are MOST LIKELY TO: Be suspended or expelled

Be identified for special education

Take remedial, non-credit bearing coursework as college students

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The California Department of Education does NOT have an office, initiative or committee focused on African American achievement or the achievement gap, more generally.

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Recommendations Process

FOCUS: How to improve academic outcomes for African American students?

Three (3) meetings held 1) January 26, 2016 – 21 participants 2) February 2, 2016 – 22 participants 3) March 31, 2016 – 4 participants

Various stakeholders participated

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RECOMMENDATIONS

1. K/1st Early Intervention Program

2. Foster Youth Mentorship Program

3. AAPC Enrichment Program

4. Increase Parent Engagement and Education

5. Increase identification of African American students for key academic programs, especially GATE

6. Reduce Disproportionate Suspension Rate

7. Hire More Certificated African American Teachers

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1. K/1st Early Intervention Program WHY The achievement gap begins in Kindergarten, and has the

potential to grow exponentially if not closed immediately

DETAILS Pilot an intensive 2-year early intervention program for African

American students entering Kindergarten

GOAL/MEASURE For entering African American Kindergarten students, close

any achievement by 2nd grade.

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2. Foster Youth Mentorship Program

WHY If done well, mentorship programs work!

You cannot be what you cannot see

DETAILS Develop pilot mentorship program for foster youth at Altadena, Eliot and

Muir

Leverage district infrastructure to recruit mentors

Partner with STARS Foster Youth Resource Centers at Elliot and Muir

GOAL/MEASURE Establish program by 9/30/16 with at least 20 total pairings across the

three schools

Each pairing to meeting at least five times during the school year

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3. AAPC Enrichment Program

WHY Students need exposure and experiences

You cannot be what you cannot see

DETAILS Provide student with exposure and experiences to better engage them

and their parents in school and learning

Plan monthly activities on Saturdays (e.g. History museum, career workshops, college visits, etc.)

GOAL/MEASURE Plan at least one activity/month with at least 30 participants

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4. Increase Parent Engagement and Education

WHY When parents are more engaged and educated, their children tend

to perform better academically

DETAILS The AAPC will better educate parents and families on the various

academic programs and opportunities in the district and community.

GOAL/MEASURE During the 16/17 school year, the AAPC will

Have two social events in the community

Hold two AAPC meetings in the community

Spend at least four hours training and developing AAPC site representatives

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5. Increase identification of African American students for key academic programs, esp. GATE WHY African American students are under-represented in district academic

programs such as GATE, Dual Language Immersion, College and Career Pathways, Advanced Placement/International Baccalaureate, etc.

There are some schools with 0 African American GATE identified students

High stakes tests, like GATE, are often racially biased

DETAILS Mandate that teachers recommend African American students for GATE, who

have potential, despite not passing the test

Mandate that teachers, counselors, administrators, etc. are actively recruiting African American students for academic programs

GOAL/MEASURE In elementary and middle schools, at least 1% of the total GATE students at

the school must be African American

African American students should represent at least 14% (2014/15 enrollment %) of the students in academic programs

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6. Reduce the Disproportionate Suspension Rate

WHY Data shared in earlier slide

DETAILS The AAPC wants to know the district’s plan to address this so

that we can help.

Pilot a behavioral program/strategy (e.g. Restorative Justice) at a few schools

GOAL/MEASURE Reduce the African American suspension rate to 7% by

September 2019

Monitor progress every six (6) months

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7. Hire More Certificated African American Teachers

WHY Students need to see positive role models Teacher racial bias (whether conscious or subconscious) exists;

Studies show that this partly explains the disciplinary disparities In 2014/15, PUSD had:

12.5% Afr Am teachers vs. 14% Afr Am students

47.7% White teachers vs. 17% White students

DETAILS Strategically recruit African American Teachers, especially male

teachers

GOAL/MEASURE 20% African American teachers in elementary and secondary

schools by 2019

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Recommendation Summary Document


Recommendations-At-Glance

RECOMMENDATIONS Short vs. Long

Term Completion

AAPC vs. District Driven

In vs. Out of School

Student vs. Parent Focused

Budget Implications

1) K/1st Early Intervention Program

Short Term District & AAPC In Student

2) Foster Youth Mentorship Program

Short Term District & AAPC In & Out Student

3) AAPC Enrichment Program Short Term AAPC Out Student & Parent

4) Increase Parent Engagement and Education

Short Term AAPC In & Out Parent

5) Increase Identification of AA Students for Academic Programs

Short Term District In Student

6) Reduce Disproportionate Suspension Rate

Short & Long Term

District In Student

7) Hire More Certificated African American Teachers

Long Term District In Student & Parent

The AAPC wants to partner with the district to improve academic outcomes for African American students

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Documents

African American Parent Council (AAPC) RECOMMENDATIONS