Closing the Achievement Gap State Board of Education Study Session - PowerPoint PPT Presentation

Closing the Achievement Gap State Board of Education Study Session October 2013

Agenda  What is the data telling us about how our students are performing and improving over time?  Who is making a difference and what can we learn from them?  How can the state support districts in addressing achievement gaps? 2

What is the data telling us about how our students are achieving and improvement over time? 3

Student performance has been steadily improving for all students across multiple grades. CSAP/TCAP Math Percent Proficient and CSAP/TCAP Reading Percent Proficient and Advanced Advanced 100.0 90.0 80.0 70.0 60.0 50.0 40.0 30.0 20.0 10.0 0.0 2009 2010 2011 2012 2013 2009 2010 2011 2012 2013 Grade 3 Grade 6 Grade 10 Grade 3 Grade 6 Grade 10 4 Source: CDE, CSAP/TCAP Data, Data Lab

In most subjects and grades, achievement increased more for our low income students, English language learners, and minority students. Year-to-Year Change in Percent of Students Proficient and Advanced on CSAP/TCAP Reading by Student Demographics - Elementary 3 2.5 2 Although not shown, year-to-year performance trends for low 1.5 income students, English language learners, and minority students were largely similar in middle and 1 high school. 0.5 Similar trends hold true for math. 0 -0.5 -1 2010 to 2011 2011 to 2012 2012 to 2013 Non-Minority Minority ELL FRL 5 Source: CDE, CSAP/TCAP Data, Data Lab ELL: English language learner FRL: Free and reduced price lunch

Despite this progress, our overall results appear relatively stagnant compared to results nine year ago. Percent of Students Proficient and Advanced, CSAP/TCAP 100.0 90.0 80.0 69.5 69.3 68.3 68.4 67.9 67.6 67.8 67.2 66.3 70.0 60.0 56.7 55.7 55.8 54.9 50.0 54.5 53.1 53.2 52.4 50.6 40.0 30.0 20.0 10.0 0.0 2005 2006 2007 2008 2009 2010 2011 2012 2013 Math Reading 6 Source: CDE, CSAP/TCAP Data, Data Lab

The same is true when we disaggregate by income and minority status. Gaps are large and persistent, despite modest gains. Percent of Students Proficient and Advanced by Percent of Students Proficient and Advanced by Income, CSAP/TCAP Reading Minority, CSAP/TCAP Reading 81.5 81.6 80.1 79.7 79.6 80.2 80.0 79.2 78.9 78.7 29% gap 24% gap: has been The gap consistent between with minority minimal and non closing minority 56.3 55.2 53.1 has 52.2 53.3 52.5 50.8 49.9 51.1 48.6 improved marginally, but is still large 2009 2010 2011 2012 2013 2009 2010 2011 2012 2013 Low Income Non-Low Income Minority Non-Minority ! Similar achievement gaps exist for Colorado English learners, student with disabilities, and on-time graduation rates for all these sub-groups. 7 Source: CDE, CSAP/TCAP Data, Data Lab

The racial achievement gap is most pronounced for black and Hispanic students. Percent of Students Proficient and Advanced Percent of Students Proficient and Advanced CSAP/TCAP Math by Race CSAP/TCAP Reading by Race 80.2 80.0 79.2 78.7 78.9 73.2 71.9 71.0 70.9 70.2 76.9 76.1 75.8 75.7 74.8 67.0 66.2 65.8 64.5 64.3 53.5 52.1 52.0 51.6 48.6 52.8 51.6 49.8 49.0 40.2 39.3 39.0 47.4 36.8 35.9 36.0 35.5 34.5 33.6 33.3 2009 2010 2011 2012 2013 2009 2010 2011 2012 2013 Asian Black Hispanic White Asian Black Hispanic White 8

Controlling for income, gaps remain for students of color. Reading Achievement: Ethnicity by Free and Reduce Lunch (FRL) Hispanic White What’s Going on? 1.00 .90 .80 Within group .70 income gap .60 .50 .38 .37 .37 .36 .37 .35 .35 .40 Between Standard score .30 group race .20 gap .10 .00 -.10 -.02 -.03 -.20 -.10 -.12 -.12 -.14 -.15 -.15 -.17 -.17 -.18 -.18 -.19 -.30 -.21 Although not shown, -.40 the finding holds true -.50 ! for black, Native -.60 -.52 American, and, to -.55 -.56 -.70 -.62 -.63 some degree, Asian -.80 -.71 -.71 students. -.90 -1.00 2006 2007 2008 2009 2010 2011 2012 2006 2007 2008 2009 2010 2011 2012 Not FRL FRL Not FRL FRL 9 Source: Analysis by CDE staff, CSAP/TCAP Reading data

Digging Further into the Data 10

Instead of growing more, our low income and minority students are falling further behind. 100.0% Percent of Students Making Catch Up Less than 1 in 5 students is 90.0% Growth, Math making sufficient growth to catch up to PROFICIENCY in 80.0% math within three years or by 70.0% grade 10. This is even worse for our low income and 60.0% minority students where the 50.0% number hovers at 1 in 10 making catch up growth . These 40.0% numbers have not changed 30.0% within the last several years. 20.0% 10.0% 0.0% 2011 2012 2013 Non-Minority Non-FRL Minority FRL IEP While reading results are not shown here, about 70% of minority and low income students are NOT making sufficient growth to catch up to proficiency. 11 Source: CDE, CSAP/TCAP Data, Data Lab

And fewer minority and low income students are making sufficient growth to maintain proficiency. Percent of Minority/Low Income Students 100.0% While about 65% Making Keep Up Growth, Math of non-minority 90.0% and non-FRL 80.0% students make sufficient growth 70.0% to maintain 60.0% proficiency, the number drops to 50.0% 50% and below 40.0% for minority and low income 30.0% students. 20.0% 10.0% 0.0% 2011 2012 2013 Non-Minority Non-FRL Minority FRL IEP 1 in 4 minority and low income students is NOT making 12 sufficient growth to maintain proficiency in reading. Source: CDE, CSAP/TCAP Data, Data Lab

How can this be? Some answers lie in the data… 13

Data suggests a tendency to concentrate our novice teachers in our highest minority/highest poverty schools. Percent of Novice Teachers by School Minority and Poverty Quartiles, 2012 35.0% 33.7% 22.6% 21.7% 18.5% 18.1% 17.8% 16.8% 1 - Low Minority/Poverty 2 3 4 - High Minority/Poverty Minority Poverty 14 Source: CDE HR Data, 2011-12

We have a much higher turnover of principals and teachers in our lowest performing districts; and we know that poor and minority students are 4 times more likely than their counterparts to be served in these districts. Principal and Teacher Turnover by District Accreditation Rating, 2012 30.4% 27.6% 22.8% 17.6% 17.4% 17.1% 16.9% 15.4% 14.1% 12.9% Accred. with Turnaround Accred. w/Priority Accred. with Improvement Accredited Accred. with Distinction Improvement Principals Teachers 15 Source: CDE HR Data, 2011-12

Fewer percentages of Hispanic/Latino and black students are identified to engage in gifted education experiences. Proportion of Students Identified as Gifted 9.6% 4.3% 4.1% White Hispanic or Latino Black or African American 16 Source: CDE Student Oct Count, SY2011-12

These “opportunity to learn” indicators suggest we may not be providing all of our students with access to the same opportunities.  But…that’s not the case across the system.  We see some districts and schools where the data is playing out differently. 17

Who is making a difference and what can we learn from them? 18

Districts making a difference Several districts around the state are closing the minority and/or poverty achievement gaps. • Del Norte • Delta County • Garfield 16 • Harrison • Cherry Creek • Fort Morgan • Holyoke 19

Nisley showed strong achievement gains for many of its student populations. 80.6% of Nisley students qualify for 42.9% of Nisley students are free and reduced price lunch minority Percent of Students Proficient or Advanced in Reading by Student Subgroup 66.2 62.6 61.8 53.5 53.1 49.5 43.9 36.4 All Hispanic FRL ELL 20 2009 2013 Source: CDE, CSAP/TCAP Data, Data Lab

NI SL E Y E L E ME NT ARY HOME OF T HE GRI ZZL I E S MCVSD-51  Str e amline d Sc ho o l Syste ms Qua rte rlie s PL C Co nve rsa tio ns Re spo nsive I nte rve ntio ns  Distr ic t & State Initiative s Curric ulum Re so urc e T itle Sc ho o ls MT SS/ PBI S/ RtI http:/ / yo utu.b e / me QsE e p6L zs  F amily T ie s Sta ff Co mra de ry: T o g e the r we a re a ll in this! F a mily E ng a g e me nt: BE AR Nig hts, Co . He a lth F o unda tio n, Muffins fo r Mo m Co mmunity Suppo rt: Ba c k Pa c k Pro g ra m, Hig h Sc ho o l Me nto rs

Harrison School District has successfully narrowed the minority achievement gap in math and reading over time. 70% of Harrison students qualify for 66% of Harrison students are free and reduced price lunch minority Percent of Students Proficient and Advanced by Minority/Non-Minority - Math 100.0 90.0 While results are not 80.0 shown here, Harrison Percent Proficient or Advanced achieved similar gap 66.9 70.0 64.0 closing in reading. 62.5 62.3 59.7 60.0 50.0 53.2 50.3 48.2 46.1 40.0 42.8 30.0 20.0 10.0 0.0 2009 2010 2011 2012 2013 Minority Non Minority 22 Source: CDE, CSAP/TCAP Data, Data Lab

Lessons from Practitioners  Curry Newton, Principal, Nisley Elementary School  Deb Lamb, Assistant Principal, Nisley Elementary School  Edwin Saunders, Elementary School Leadership Officer, Harrison School District

How can the state support districts in addressing achievement gaps? 24