Diversity and Learning

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Diversity and Learning. Is Low Achievement for Lower SES and Minority Students Inevitable?. Note to Reviewers:. This presentation is used to partially address the following learning outcomes in EDU 221 - PowerPoint PPT Presentation

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Diversity and LearningIs Low Achievement for Lower SES and Minority Students Inevitable? Note to Reviewers:This presentation is used to partially address the following learning outcomes in EDU 221Recognize 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.

3Elementary: 260 878 896 240 296Secondary: 129 359 406 139 91

Section I:How Many Students Make It Through?Grad Rates Flat; MoreNon-Traditional Diplomas

Source: US Department of Commerce, Bureau of the Census, Current Population Survey (CPS) October 1998(18-24 Year-Old High School Completers)Students Graduate From High School At Different Rates, 2000Source: US Bureau of Census, Current Population Reports, Educational Attainment in the United States: March 2000, Detailed Tables No. 2

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. 1498College Freshmen Graduating Within Six Years (NCAA Division I)

Source: 1999 NCAA Division I Graduation Rates Report, p.636Of 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. 2Of 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. 2Of 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. 2Of 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. 2Of Every 100 Native American Kindergartners:

(24 Year-Olds)Drop Out Fast FactsOn 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 dropoutsCollege Graduates by Age 24

Source: Tom Mortenson, Research Seminar on Public Policy Analysis of Opportunity for Post Secondary, 1997.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 2000Gap 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 2000Source: USDOE, NCES 1999 NAEP Summary Tables online.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.African American and Latino 17 Year Olds Read at Same Levels as White 13 Year-Olds

Why?What some say:Theyre poor;Their parents dont care;They come to schools without breakfast; Not enough booksNot enough parents . . .Wrigley Elementary SchoolKentucky78% poverty3rd in the state in reading6th in the state in writingSource: Susan Perkins Weston, KY Association of School Councils, 1999 KY Elementary School Performance and Poverty ReportMount Royal SchoolBaltimore, MD77% Poverty99% African AmericanHighest 5th grade math results in the state (over 93% scoring at satisfactory level)Source: Maryland Department of Education Website.1999 ScoresSource: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 1999. From the El Paso Collaborative for Academic Excellence.All Groups Gain in El Paso: El Paso TAAS Pass Rates Math Grades 3, 8 and 10

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

This is interesting!What Students Say:We CAN Learn, Butsome teachers dont know their subjectscounselors underestimate our potentialprincipals dismiss concernscurriculum and expectations are lowSource: Metropolitan Life, Survey of the American Teacher 2000: Are We Preparing Students for the 21st Century?, September 2000, p. 80.When Asked Students Main Plan After High School, Expectations Differed

What Teenagers Say About School RigorFewer than 3 in 10 think their school is very academically rigorousSource: 1998 Annual Survey for Whos Who Among American High School StudentsSource: Prospects (ABT Associates, 1993), in Prospects: Final Report on Student Outcomes, PES, DOE, 1997.A Work in Poor Schools Would Earn Cs in Affluent Schools

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. 1994Students In Vocational Courses Do Not Develop Strong Reading SkillsSource: 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.

Vocational Students Taking High-Level English Courses Score Higher

Source: Bottoms, Gene. High School That Work, SREB, 1998.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.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.Classes in High Poverty High Schools More Often Taught by Underqualified* Teachers

*Teachers who lack a major or minor in the fieldSource: National Commission on Teaching and Americas Future, What Matters Most: Teaching for Americas Future (p.16) 1996.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)Teachers in High Poverty Schools Spend Less Time Developing Reasoning Skills

Source: NAEP 1996 Math Data Tables (NCES, US Department of Education) African Americans Are Less Likely to Get Hands on Science

Source: NCES, NAEP Summary Data Tables, 1996. 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. 91Graduate from High School

62Complete at Least Some College

30Obtain at Least a Bachelors Degree

87Graduate from High School

54Complete at Least Some College

16Obtain at Least a Bachelors Degree

62Graduate from High School

29Complete at Least Some College

6Obtain at Least a Bachelors Degree

94Graduate from High School

80Complete at Least Some College

49Obtain at Least a Bachelors Degree

58Graduate from High School

7Obtain at least a Bachelors Degree

Young People From High Income Families48%

Young People From Low Income Families7%

Percent Taking High-Level EnglishReading Scores

199628%283

199843%292

% Teachers Who Spend a Lot of Time on Reasoning Skills

High Poverty Schools39%

More Affluent Schools55%