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  • 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.

  • Opportunity gaps:

    Education is one piece of the puzzle

  • Financial Resiliency Matters











    $13,700 $11,000

    10x Greater

    13x Greater

    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


    Source: Center on Wisconsin Strategy

    3x 2x 13x 6x

    The Opportunity Gap













  • A Sense of Urgency

  • 2015

  • 2016

  • 2017

  • 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

    Addressing Racial

    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

    October12, 2017

  • 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

    Connections research-

    intensive universities

    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.


  • 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

  • Promising Practices:

    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