Making Connections: Culturally Responsive Practices to Close the Achievement Gap
Thursday, October 12, 2017
Regional Educational Laboratories
The RELs are funded by the U.S. Department of Educations Institute of Education Sciences (IES).
REL Midwest States
With whom does REL Midwest work?
School districts, state education agencies, and other education organizations in Illinois, Indiana, Iowa, Michigan, Minnesota, Ohio, and Wisconsin
What does REL Midwest do?
Applied research, technical assistance, and engagement activities to help partners understand research and evidence.
Event Agenda Time Session/Activity 8:308:45 a.m. Welcome and Introductions
8:459:00 a.m. Review of Meeting Materials and Goals
9:009:45 a.m. Laying Out Our Work: Achievement Gaps in Wisconsin
9:45 a.m.10:00 a.m. Break
10:0011:00 a.m. Reflection and Discussion: Digging into Data with a Risk Ratio Approach
11:0011:45 a.m. Achievement Gap Research and Resources
11:4512:45 p.m. Lunch Break and Networking
12:451:45 p.m. Culturally Responsive Practices to Close the Achievement Gap
1:452:45 p.m. Analysis and Planning Activity
2:453:00 p.m. Wrap-Up and Closing Remarks
Laying Out Our Work: Achievement Gaps in Wisconsin Courtney Reed Jenkins, Wisconsin Department of Public Instruction (WI DPI)
Deb Gurke, Ph.D., REL Midwest
Madeline Hafner, Ph.D., Minority Student Achievement Network, University of Wisconsin-Madison
Wisconsin Education Landscape Race-based Considerations
Courtney Reed Jenkins, Special Education
The Changing Faces of Wisconsin
Schools are leading indicators
12% of Wisconsins overall population identified as a person of color. (2013 U.S. Census)
*Nationally, 38% of the population identify as people of color
and schools are much more diverse
28% color. of Wisconsins public school population identified as students of (2013 U.S. Census)
*Nationally, 49% of the population identify as students of color
We need to address race
Poverty Does NOT Explain it all
3rd Grade ELA Scores Forward Exam 8th Grade Math Scores Forward Exam
Native Asian Black Hispanic Pacific Two+ White Native Asian Black Hispanic Pacific Two+ White
The columns show the % proficient or advanced for student (by race) who are NOT Economically Disadvantaged (middle- and upper-class).
The black line is the% proficient and advanced for economically disadvantaged (low- income) white students.
Low-income white students do almost as well or better than many middle- and upper- class students of color. This means race, not just poverty, is impacting student achievement and opportunities.
Education is one piece of the puzzle
Financial Resiliency Matters
AMERICAS RACIAL WEAL TH DIVIDE $141,900
White Black Hispanic
Median net worth of households in 2013 dollars
The wealth gap widened during the Great Recession: Median income of
families of color fell 9%, compared to 1% for white households
Stocks recovered more quickly than housing, and white families are much more likely to own stock
Homeownership among families of color declined more than among white families
UNEMPLOYMENT UNINSURED INCARCERATION POVERTY DROP OUT
Source: Center on Wisconsin Strategy http://www.cows.org/_data/documents/1571.pdf
3x 2x 13x 6x
The Opportunity Gap
WISCONSIN RACIAL DISPARITIES White Black
A Sense of Urgency
Midwest Achievement Gap Research Alliance Deb Gurke, Ph.D., REL Midwest
Midwest Achievement Gap Research Alliance MAGRA will leverage data from state education agencies and other key stakeholders to: 1. Increase the regions
capacity to access, conduct, interpret, and make sense of achievement gap research
2. Support the use of achievement gap research in decision making at the state and local levels
MAGRA Research Agenda
Culturally Responsive Practices Professional Learning Family Engagement T eacher Preparation, Recruitment, and
Year 1 Projects
Systematic literature review that identified successful strategies for closing the Black/White achievement gap
Environmental Scan that surveyed six districts to understand what is being done in Wisconsin
CESA 1/REL Midwest event focused on culturally responsive practices
The Power of Networks in
Inequities in Schools:
Lessons Learned from MSAN
Madeline M. Hafner , Ph.D. Executive Director , MSAN
Wisconsin Center for Education Research CESA 1/REL Midwest Event
Goals Provide an overview of MSAN. Share a few of MSANs promising
practices about how our network seeks to address racial opportunity gaps.
Reflect on how you might create or link to naturally occurring networks that could support you in your school/districts equity work.
What is MSAN? A national coalition of multiracial,
suburban-urban school districts from across the U.S. working together to understand and change the school practices and structures that keep racial opportunity gaps in place.
28 school districts x 9 states: Wisconsin, Illinois, Ohio, Michigan, Massachusetts, New Jersey , Virginia, North Carolina, and Arizona
MSAN Districts Share strikingly similar
and disturbing disaggregated achievement data
Demonstrated efforts to confront institutionalized racism as it manifests across educational policies and practices
T otal Student Pop.
Students of Color 20%-98%
Free/Reduced Lunch 6%-100%
Special Educ. Services 8%-19%
English Lang. Learners 2%-31%
Institutional Racism Institutional racism refers specifically to the
ways in which institutional policies and practices create different outcomes for different racial groups. The institutional policies may never mention any racial group, but their effect is to create advantages for whites and oppression and disadvantage for people from groups classified as non-white.
Racial Equity Resource Guide, America Healing Project W .K. Kellogg Foundation
What does MSAN do? Engage in collaborative research in which
practitioners and researchers are equal partners in designing, conducting, and publishing research.
Provide professional learning opportunities for district teachers and administrators.
Create opportunities for students to guide the work of the organization.
Disseminate results of Network activities among MSAN districts and the larger educational community.
NETWORKING - CONVENING - RESEARCH
Areas of R&D Student-T eacher Relationships Conversations about Race & Achievement Disproportionality
- Honors/AP (De-Tracking)
- Discipline - Special Education
Culturally Responsive Practices
- FACE, School Culture, C&I, HR
Math and Literacy Interventions Supports for English Language Learners Social Psychology of Race & Achievement
MSAN Districts Closing Gaps
1. Right Conditions for closing gaps 2. Sustained focus on building culturally
responsive practices among ALL staff 3. School-based equity teams 4. Student equity leadership 5. Clear equity-focused goals
1. Right Conditions (Smith, et al., 2011)
a) Admit there is a problem and put the data that demonstrate the problem front and center in a form that can be understood easily .
b) Measure and report progress consistently . c) Set for everyone in the organization the priority of
eliminating or narrowing gaps. d) Distribute equitably resources directed toward
achieving the goal. e) Implement measures that focus on key variables
early and consistently .
2. Sustained focus on building
culturally responsive practices/equity
literacy among ALL staff
All means all all staff engage in on-going training.
Regardless of the specific content, districts have a process in place for talking about the role race and racism play in how their students and families experience schools, AND what they as educators can do to ameliorate the effects.
3. School-based equity teams
Building-based teams are successful because they are most familiar with the school culture and individual students and famil