Whitman Elementary - Tulsa Public Schools

For the 2009–2010 school year, the gap from the highest achieving students by ethnicity is as
follows: (The goal is to reduce the numeric value of the percentages.)
Algebra I: African American 36%, American Indian 29%, Hispanic/Latino 24%, Caucasian 12%
Algebra II: African American 55%, Hispanic/Latino 45%, American Indian 38%, Caucasian 16%
Geometry: African American 41%, Hispanic/Latino 27%, American Indian 24%, Caucasian 10%
English II: African American 28%, Hispanic/Latino 28%, American Indian 15%, Caucasian 1%
English III: African American 36%, Hispanic/Latino 31%, American Indian 15%, Caucasian 8%
Biology I: African American 39%, Hispanic/Latino 37%, American Indian 22%, Caucasian 5%
U.S. History: African American 41%, Hispanic/Latino 36%, American Indian 17%, Asian 8%
The above statistics are a “high school-level snapshot in time;” however, the above performance
disparities have their long-seeded origins in early childhood, elementary and middle school
educational conduits. In other words, the challenge must be addressed from early childhood on
through high school.
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