Closing the Achievement Gap - Washington State School Directors ...

“We need to look inside ourdistrict. What’s important isthat we do not makeassumptions about anychild.”— Diane TurnerFederal Way School Districtthree times as often as white students in middle school; significantly higherdropout rates for students of color; and much higher percentages of studentsof color scoring below the 25th percentile on the ITBS.Throughout the entire school year, conversations on race will occur thatbegan with an August symposium focused on the elimination ofdisproportionality. The district’s action plan also addressed the need toimplement strategies to address and eliminate stereotyping and other biasesin special programs. The bilingual, highly capable and special educationprograms have been or will be reviewed.Time and Opportunity to LearnTime is a resource. A strong correlation exists between time on taskand improved academic performance. On a national level, theCommission on Time and Learning has found that—Ensuring that all students learn to high standards will require flexibilityand innovation in the use of common core learning time, as well asthe rest of the time students spend both during and beyond the schooldayIncreasing the amount and duration of intensive, engaging and challenginglearning activities geared to high standards can increase studentmotivation and achievementThe benefits of extending learning time, including common coreinstructional time, can be maximized by concurrent changes in curriculumand instruction, such as accelerated learning, and engaging,interactive instruction based on challenging contentTo close the achievement gap, those students who are the furthest behindmust have increased opportunity to learn to “catch up” and close the gap.The table below illustrates that if opportunity to learn in reading is heldconstant to meet the three-year 25 percent reduction goal in the number ofstudents not meeting standard, most American Indian, black and Hispanicstudents will not meet standard until well past 2008.Trend Needed to Meet 25% Improvement Goal — Grade 4 Reading2000200120022003200420052006200720082009201020112012AmericanIndianAsian/PacificIslanderBlack/AfricanAmericanHispanicWhite46.951.8 56.2 60.2 63.8 67.1 70.1 72.9 75.4 77.6 79.7 81.5 83. 266.769.7 72.5 75.0 77.3 79.4 81.3 83.0 84.5 86.0 87.2 88.4 89. 547.752.5 56.8 60.8 64.4 67.6 70.6 73.3 75.7 77.9 80.0 81.8 83. 539.444.9 50.0 54.6 58.7 62.5 65.9 69.0 71.9 74.4 76.8 78.9 80. 871.874.4 76.7 78.9 80.8 82.5 84.1 85.6 86.9 88.1 89.2 90.2 91. 1Source: OSPI, Research & Evaluation30CLOSING THE ACHIEVEMENT GAP: A POLICY ACTION GUIDE