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The National Center for Culturally Responsive Educational Systems Addressing Disproportionality: From Planning to Acti

The National Center for Culturally Responsive Educational Systems Addressing Disproportionality: From Planning to Action. Dr. Edward Lee Vargas, Superintendent Hacienda La Puente Unified School District City of Industry, California evargas@hlpusd.k12.ca.us.

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The National Center for Culturally Responsive Educational Systems Addressing Disproportionality: From Planning to Acti

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  1. The National Center for Culturally Responsive Educational SystemsAddressing Disproportionality: From Planning to Action Dr. Edward Lee Vargas, Superintendent Hacienda La Puente Unified School District City of Industry, California evargas@hlpusd.k12.ca.us

  2. Data For This Presentation Provided in Part by:The Education Trustwww.edtrust.orgWashington, DC: 202-293-1217Oakland, CA: 510-465-6444 The College Board Expanding College Opportunity www.collegeboard.org Hacienda La Puente Unified School District City of Industry, CA www.hlpusd.k12.ca.us

  3. Responsibility Versus Accountability • Accountability - to count, compute (something done to schools) • Responsibility - to respond, obligation, duty (an internal drive for continuous improvement)

  4. Of 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. 2

  5. Of 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. 2

  6. Of 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. 2

  7. NAEP By Race, Ethnicity 4th Grade Reading 2002

  8. By Family Income4th Grade Reading 2002

  9. NAEP 8th Grade Mathematics Race, Ethnicity 2000

  10. Most Accountability Systems are Designed to Pull the Bottom Up, Including No Child Left Behind

  11. Dispelling the Myth in Student Achievement There is a data base of high-performing, high-poverty, high-minority schools in nearly every state Source: www.edtrust.org

  12. 90-90-90 Schools • 90% high poverty • 90% students ethnic minority • 90% meeting or exceeding high academic standards Source: Accountability in Action by Douglas Reeve, Center for Performance Assessment, Denver, Colorado www.makingstandardswork.com/ResourceCtr/books

  13. Mount Royal Elementary/Middle, Baltimore, MD • 99% African American • 73% Low-Income • Highest Performing in State on state’s 5th grade Math test. • Top 10% of state in 5th grade reading. MARYLAND

  14. Hambrick Middle School,Aldine, TX • 94% African American and Latino (state = 56%) • 85% low-income (state = 50%) • Has performed in the top fifth of all Texas middle schools in both reading and math in both 7th and 8th grades over a 3-year period.

  15. Aldine, TX: Raising Achievement for All While Narrowing Gaps Source: Texas Education Agency-Academic Excellence Indicator System Report 1994 through 2001.

  16. How well are we preparing our students to achieve at higher levels? YISD? Disproportionality in Opportunities to Learn at higher levels Produces Disproportionality in Student Achievement at higher levels ….L.DelGiudice

  17. Some students will indeed fail intellectually rigorous courses. But, it turns out that fewer will fail the more difficult courses than in the low-level courses in which we typically warehouse them… it holds true even when comparing pass rates of the lowest achievers. Thinking K-16: A New Core Curriculum for All. Ed Trust, Volume 7, Issue 1, Winter 2003 p. 17

  18. NCLB is designed to pull the bottom up What about once they get there and the middle and the top?

  19. Opportunity To Learn • Student enrollment in challenging coursework should be at least equitable relative to the ethnic composition of a school district

  20. Challenging Coursework • Advanced Placement Courses • Honors Courses • A-g Requirements for UC Eligibility (California) • International Baccalaureate Programs

  21. The Road to College • A-G high school course requirements to gain admission to UC System. • PSAT- assesses skills developed through years of study in a wide range of courses as well as through experiences outside the classroom. • SAT - an objective, standardized, three-hour test that measures verbal and mathematical reasoning abilities that students develop over time, both in and out of school. Many colleges and universities use the SAT for admission purposes because it helps to predict successful performance in college. • AP- Offers 34 college-level courses in 19 subject areas. • College Going Culture Programs

  22. Who is in the College-Going Pipeline?

  23. SAT Participation

  24. SAT Participation – by Ethnicity

  25. PSAT, SAT, & AP Participation

  26. PSAT, SAT, & AP Participation

  27. PSAT, SAT, & AP Participation – by School

  28. PSAT, SAT, & AP Participation – by High School Level

  29. PSAT, SAT, & AP Participation – by Ethnicity

  30. How do you identify AP Students? AP Participation

  31. AP Participation – by Ethnicity

  32. PSAT, SAT, & AP Participation – by Ethnicity

  33. AP Class Enrollment • The following 6 slides provide examples of Fall 2004 AP class enrollment by ethnicity

  34. 49 test takers

  35. 89 test takers

  36. 40 test takers

  37. 55 test takers

  38. 143 test takers

  39. 38 test takers

  40. What is valuable about the AP Program? What is VALUED in regards to the AP Program?

  41. 46% FG (97-98) 50% FG Average 28 pts. Per game Average 1.1 pts. Per game

  42. Developing a College-Going Culture

  43. 2000 Met Life Survey • 71% of students plan to attend a four-year college • 51% of parents believe their children will go to college • 32% of teachers think their students will go to college • 5% of students anticipate working full-time after high school • 11% of parents and 28% of teachers see working full-time after high school as their goal for their children and students Source: The Metropolitan Life Survey of The American Teacher, 2000: Are We Preparing Students for the 21st Century?

  44. The Importance of Rigor

  45. Transcript Study: single biggest predictor of college success isQUALITY AND INTENSITY OF HIGH SCHOOL CURRICULUM Cliff Adelman, Answers in the Tool Box, U.S. Department of Education.

  46. Most High School Grads Go On To Postsecondary Within 2 Years Source: NELS: 88, Second (1992) and Third (1994) Follow up; in, USDOE, NCES, “Access to Postsecondary Education for the 1992 High School Graduates”, 1998, Table 2.

  47. College Freshmen Not Returning for Sophomore Year Source: Tom Mortensen, Postsecondary Opportunity, No. 89, November 1999

  48. But college prep curriculum has benefits far beyond college.

  49. Students of all sorts will learn more...

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