Increasing Student Achievement for Demographically Identifiable ...
Increasing Student Achievement for Demographically Identifiable ...
Increasing Student Achievement for Demographically Identifiable ...
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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.