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<strong>Increasing</strong> <strong>Student</strong> <strong>Achievement</strong> <strong>for</strong><br />

<strong>Demographically</strong> <strong>Identifiable</strong><br />

Subgroups<br />

Mychal Wynn<br />

Chief Executive Officer<br />

The Foundation<br />

<strong>for</strong> Ensuring Access and Equity<br />

P.O. Box 70457<br />

Marietta, GA 30007<br />

(678) 395-5825<br />

mychalwynn@accessandequity.org


Black males represent a demographically identifiable<br />

subgroup. They face unique barriers, require genderand<br />

culturally-responsive strategies, and necessitate a<br />

specific focus within school communities to increase<br />

their levels of academic achievement, high school<br />

graduation, and college enrollment.


Nationally, <strong>for</strong> every 100 Black males entering<br />

kindergarten only 5 are projected to graduate from<br />

college:<br />

Only 44 (44.3%) are projected to graduate from high<br />

school<br />

[Source: Diplomas Count: The Graduation Project<br />

2006]<br />

Of the 44 high school graduates, only 15 (33%) are<br />

projected to enroll in a 4-year college<br />

[Source: The Condition of Education: 2008]<br />

Of the 15 who enroll in college, only 5 (34.2%) are<br />

projected to graduate<br />

[Source: One Step from the Finish Line: Higher<br />

College-Graduation Rates are Within Our Reach, p. 5]


My father, who<br />

dropped out of<br />

school in the 8th<br />

grade, was<br />

relentless in<br />

affirming that I<br />

was going to<br />

college.<br />

“The Power of One Voice”


<strong>Increasing</strong> student achievement <strong>for</strong> any<br />

identifiable subgroup will require a<br />

school-wide strategic focus<br />

1. Strategy. Make strategy the school-wide agenda.<br />

Strategy must be communicated in a way that can<br />

be understood and acted on.<br />

2. Focus. Create incredible focus. Every resource<br />

and activity within the school community must be<br />

aligned to carry out the strategy.<br />

3. Organization. Mobilize all stakeholders to act<br />

in fundamentally different ways. Develop the<br />

logic and architecture to establish school-wide<br />

linkages to departments, services, and<br />

In your discussions today, avoid<br />

individuals.<br />

“Philosophizing” and focus on “Strategizing.”


Create a <strong>Student</strong><br />

Profile<br />

Family Background<br />

(e.g., stability,<br />

1. Turn to your<br />

educational neighbor and level,<br />

discuss the<br />

characteristics of<br />

your highest<br />

per<strong>for</strong>ming<br />

students:<br />

economic level, race,<br />

parental status, etc.)<br />

Academic Ability Level<br />

A. Family Background<br />

(e.g.,<br />

B. Personal<br />

level of<br />

Qualities<br />

preexisting knowledge,<br />

ability C. Academic to grasp Ability<br />

complicated Levels concepts,<br />

communication skills,<br />

D. <strong>Student</strong>-Teacher<br />

ability to follow<br />

instructions, etc.)<br />

personal qualities<br />

(e.g., gender, intrinsic<br />

motivation, level of<br />

organization, level of<br />

test preparation, timely<br />

submission of<br />

assignments, personal<br />

responsibility, etc.)<br />

Now do the same <strong>for</strong> your lowest<br />

per<strong>for</strong>ming students.<br />

<strong>Student</strong>-Teacher<br />

Relationship<br />

(e.g., level of<br />

communication, com<strong>for</strong>t<br />

level when asking <strong>for</strong><br />

help, respect <strong>for</strong><br />

Relationship Let’s assess what we know<br />

teacher authority, etc.)


The strategies needed to support high-per<strong>for</strong>ming<br />

students are oftentimes very different from those<br />

needed to support potentially low-per<strong>for</strong>ming students.


Discuss what you have to<br />

do to meet the needs of<br />

your lowest per<strong>for</strong>ming<br />

students:<br />

• Deliver content in a<br />

way that inspires and<br />

engages<br />

• Provide advance notice<br />

of what you will be<br />

teaching<br />

• Provide a monthly<br />

calendar of<br />

assignments and test<br />

dates<br />

• Provide sufficient<br />

notice of tests and<br />

frequent opportunities<br />

to retest<br />

• Assign “study buddies”<br />

Discuss what you have to<br />

do to meet the needs of<br />

your highest per<strong>for</strong>ming<br />

students:<br />

• Deliver content<br />

• Sufficiently pace the<br />

curriculum<br />

• “Tell” students what<br />

the homework<br />

assignment is<br />

• Provide unannounced<br />

tests/quizzes to keep<br />

them sharp<br />

• Effectively manage<br />

the classroom<br />

experience<br />

• Grade papers in a<br />

reasonably timely<br />

manner


Systemic, sustainable increases in<br />

student achievement is impossible<br />

Coach<br />

without effective strategies<br />

Staff<br />

person<br />

REALITY<br />

After<br />

school<br />

program<br />

SCHOOL<br />

IDEAL<br />

HOME<br />

Community<br />

Organization<br />

REALITY


African-American parents have an<br />

expectation that the school become an<br />

agent of social change<br />

Janice Hale-Benson, in Black Children: Their<br />

Roots, Culture, and Learning-styles, notes:<br />

Good afternoon! I just wanted to give you a heads up<br />

on some things I have been noticing with Jalani.!He has<br />

The times young where child he is extremely learns (probably unmotivated. very I have quickly tried<br />

because to motivate he him has and older keep him children on task, to but help there him) are<br />

that times adults when he in has the no school desire and do his not attitude function can be in<br />

poor. Today he made a comment that this is just “busy<br />

the<br />

work”<br />

same<br />

when<br />

way<br />

it is<br />

that<br />

an activity<br />

adults<br />

to<br />

do<br />

explore<br />

in his<br />

& discover<br />

community<br />

the<br />

and subject that we only are discussing. behavior I’d of appreciate gross impropriety<br />

if you could<br />

(flunking, speak to him suspension) regarding this will matter.! be reported to his<br />

parents because school adults are not<br />

— Email from Honors 10th Grade Geometry Teacher<br />

community agents of social control. He is free<br />

to act ‘like he wouldn’t act at home.’


Evidence of Research Validity<br />

<strong>Student</strong>s frequently have multiple missed<br />

assignments be<strong>for</strong>e parents are contacted (if<br />

at all)<br />

Progress reports are oftentimes the first point<br />

of contact, however, even with parent<br />

intervention, students are not af<strong>for</strong>ded the<br />

opportunity to make up missed assignments<br />

<strong>Student</strong>s frequently sleep or fail to<br />

participate in class without significant parent<br />

engagement prior to grades or progress reports<br />

being released


Discussion Topic:<br />

1. What mechanisms are currently in place within<br />

your building to develop trust and strengthen<br />

relationships with Black families<br />

2. Are the current mechanisms sufficient in<br />

supporting parents’ support of student<br />

learning


Nationally, there is a clear reading and math<br />

per<strong>for</strong>mance gap through elementary and middle school


Barriers<br />

Black males frequently embrace an antiintellectual<br />

culture that is pitied by teachers<br />

and overlooked by coaches<br />

Black males are frequently academically<br />

unengaged through office referrals or<br />

isolation within the classroom<br />

Black males’ lack of organization (i.e., missed/<br />

late assignments) account <strong>for</strong> low or failing<br />

course grades<br />

Black males frequently fail to pursue<br />

academics with the same passion as they pursue<br />

athletics


Discussion Topic:<br />

1. Identify the<br />

coaches,<br />

counselors,<br />

teachers,<br />

administrators,<br />

parents,<br />

preachers, or law<br />

en<strong>for</strong>cement<br />

personnel who<br />

have strong<br />

relationships with<br />

Black male<br />

students.<br />

2. What would you<br />

ask them to do to<br />

support<br />

establishing an<br />

academic culture


9th Grade<br />

H Accelerated Alg/Geom I<br />

(M) Research Methods<br />

H Biology<br />

H 9th Grade Language Arts<br />

High School Course Enrollment:<br />

• 70 percent of Black students will not take<br />

advanced math.<br />

H Spanish II<br />

Guitar 1A/1B<br />

(M) Intermediate/Adv Chorus<br />

Health/World History I (online)<br />

11th Grade<br />

H Accelerated Alg/Geom III<br />

H American Lit/AP Lit and Comp<br />

H Physics<br />

H Spanish IV<br />

AP Computer Science<br />

AP U.S. History<br />

AP Music Theory<br />

• 73 percent of Black students Internship will not take<br />

advanced English.<br />

10th Grade<br />

LEAD Summer Institute<br />

• 88 percent of Black students will not take<br />

science as high as chemistry College and English physics.<br />

H Accelerated Alg/Geom II<br />

H Chemistry<br />

H 10th Grade Language Arts<br />

H Spanish III<br />

H Organic Chem/H Bio Chem<br />

(M) Advanced Mixed Chorus<br />

Piano<br />

Internship<br />

PE/World History II (online)<br />

12th Grade<br />

AP Calculus BC<br />

• 95 percent of Black students AP Psychology will not take a<br />

fourth year of a <strong>for</strong>eign AP language.<br />

Physics B<br />

Advanced Topics in Physics<br />

• 98 percent of Black students AP Spanish will not take an<br />

AP <strong>for</strong>eign language class.<br />

H Economics/Political<br />

Science<br />

Internship


Barriers<br />

Black students/families frequently do not<br />

understand the importance of academic rigor<br />

Black students/families experience a huge<br />

knowledge gap as it relates to college prep,<br />

college planning, and the college admissions<br />

process<br />

Most Black males are being raised in a singleparent<br />

household<br />

Most Black males are living in poverty<br />

Most Black males are being raised by a parent<br />

who did not graduate from college


Discussion Topic: Identify the teachers, parents, coaches,<br />

administrators, motivational speakers, or community<br />

partners who have the ability to reach out to black<br />

parents in regard to increasing academic rigor.


• Honors 10th and 11th Grade Lit (4)<br />

• Honors Algebra II (2)<br />

• Honors Pre-Calculus (6)<br />

• Honors Physics (5)<br />

• Honors Economics (2)<br />

• Honors Bio Chemistry (5)<br />

• Honors Organic Chemistry (5)<br />

• Honors Spanish Culture and IV (3)<br />

• AP Computer Science (3)<br />

• AP Environmental Barriers Science (5)<br />

• AP US History (7)<br />

• AP Studio Art (6)<br />

• AP 2-D Art (6)<br />

• AP Spanish (4)<br />

• AP Psychology (6)<br />

Whenever students from under School represented<br />

Demographics<br />

subgroups are placed into gifted and talented<br />

45% Black<br />

or higher level classes there • 45% is a White predictable<br />

sense of cultural isolation • and 10% a Other perceived<br />

lack of support from teachers and other<br />

students


Discussion Topic:<br />

1. What can your department or program do to<br />

identify students from under represented groups<br />

<strong>for</strong> gifted and accelerated academic classes<br />

2. What can your department or program do to better<br />

support students who enter such classes


National SAT Per<strong>for</strong>mance (Top Score 2400)<br />

600<br />

578<br />

400<br />

514<br />

1605<br />

513<br />

527 534<br />

1579<br />

518<br />

459 463<br />

450<br />

433 429 435<br />

502<br />

515<br />

1511<br />

494<br />

1372<br />

1297<br />

200<br />

0<br />

Asian White Hispanic Black All <strong>Student</strong>s<br />

Critical Reading Math Writing


National ACT Per<strong>for</strong>mance (Top Score 36)<br />

English Math Reading Science Composite<br />

21.7 23.6 22.1 22.3 22.6<br />

21.8 21.7 22.5<br />

21.9<br />

22.1<br />

17.6 19.0 18.8 18.8 18.7<br />

16.1 17.0 17.1 17.2 17.0


Only 3 out of every 100 Black high school graduates<br />

are considered “college ready” across content areas


The Black male-female college graduation gender gap is the<br />

largest of any demographic group


Discussion Topic: How could you use Black male<br />

achievement data to mobilize the community and<br />

sensitize coaches, teachers, and counselors to the<br />

need to engage in ongoing collaboration


Systemic, sustainable increases in Black male<br />

achievement will require the ef<strong>for</strong>ts and<br />

collaboration of many different groups of people.

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