closing the achievement gap - boarddocs...source: final report for the evaluation of the colorado...

State Board of Education Study Session October 2013

Closing the Achievement Gap

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?

Agenda

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 Advanced

CSAP/TCAP Reading Percent Proficient and Advanced

Source: CDE, CSAP/TCAP Data, Data Lab

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

2009 2010 2011 2012 2013

Grade 3 Grade 6 Grade 10

2009 2010 2011 2012 2013

Grade 3 Grade 6 Grade 104

Although not shown, year-to-year performance trends for low income students, English language learners, and minority students were largely similar in middle and high school. Similar trends hold true for math.

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


-1

-0.5

0

0.5

1

1.5

2

2.5

3

2010 to 2011 2011 to 2012 2012 to 2013

Non-Minority Minority ELL FRL

ELL: English language learner FRL: Free and reduced price lunch 5

Despite this progress, our overall results appear relatively stagnant compared to

results nine year ago.

Percent of Students Proficient and Advanced, CSAP/TCAP


50.6 52.4 53.1 53.2 54.5 54.9 55.7 55.8 56.7

66.3 67.6 67.2 67.8 68.3 68.4 67.9 69.3 69.5

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

2005 2006 2007 2008 2009 2010 2011 2012 2013

Math Reading6

48.6 50.8 49.9 52.2 53.1

79.7 79.6 80.1 81.5 81.6

2009 2010 2011 2012 2013

Low Income Non-Low Income

The same is true when we disaggregate by income and minority status. Gaps are large and

persistent, despite modest gains.

29% gap has been consistent with minimal closing

Percent of Students Proficient and Advanced by Income, CSAP/TCAP Reading

24% gap: The gap between minority and non minority has improved marginally, but is still large

Percent of Students Proficient and Advanced by Minority, CSAP/TCAP Reading

Similar achievement gaps exist for Colorado English learners, student with disabilities, and on-time graduation rates for all these sub-groups. !


51.1 52.5 53.3 55.2 56.3

79.2 78.7 78.9 80.2 80.0

2009 2010 2011 2012 2013

Minority Non-Minority

7

The racial achievement gap is most pronounced for black and Hispanic students.

76.1 75.8 74.8 75.7 76.9

52.1 53.5 48.6

51.6 52.0

47.4 49.0 49.8 51.6 52.8

79.2 78.7 78.9 80.2 80.0

2009 2010 2011 2012 2013

Asian Black Hispanic White

71.0 70.2 70.9 71.9 73.2

34.5 36.0 33.3 33.6 35.5

35.9 36.8 39.3 39.0 40.2

64.3 64.5 65.8 66.2 67.0

2009 2010 2011 2012 2013

Asian Black Hispanic White

Percent of Students Proficient and Advanced CSAP/TCAP Math by Race

Percent of Students Proficient and Advanced CSAP/TCAP Reading by Race

8

Controlling for income, gaps remain for students of color.

-.19 -.21 -.17 -.12 -.12

-.03 -.02

-.71 -.71 -.63 -.62

-.56 -.55 -.52

-1.00-.90-.80-.70-.60-.50-.40-.30-.20-.10.00.10.20.30.40.50.60.70.80.90

1.00

2006 2007 2008 2009 2010 2011 2012

Not FRL FRL

Re ad ing A chievement : Eth ni c i ty by F re e an d Re d uce Lu n c h ( F RL)

Whi te H is panic

.35 .35 .36 .37 .37 .37 .38

-.18 -.18 -.17 -.15 -.15 -.14 -.10

2006 2007 2008 2009 2010 2011 2012

Not FRL FRL

Stan

dard

scor

e

What’s Going on?

Within group income gap

Between group race gap

Source: Analysis by CDE staff, CSAP/TCAP Reading data

! Although not shown, the finding holds true for black, Native American, and, to some degree, Asian students.

9

Digging Further into the Data

10

Instead of growing more, our low income and minority students are falling further behind.

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

2011 2012 2013

Non-Minority Non-FRL Minority FRL IEP

Percent of Students Making Catch Up Growth, Math

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.


Less than 1 in 5 students is making sufficient growth to catch up to PROFICIENCY in math within three years or by grade 10. This is even worse for our low income and minority students where the number hovers at 1 in 10 making catch up growth. These numbers have not changed within the last several years.

11

And fewer minority and low income students are making sufficient growth to maintain proficiency.

Percent of Minority/Low Income Students Making Keep Up Growth, Math

1 in 4 minority and low income students is NOT making sufficient growth to maintain proficiency in reading. Source: CDE, CSAP/TCAP Data, Data Lab

While about 65% of non-minority

and non-FRL students make

sufficient growth to maintain

proficiency, the number drops to 50% and below for minority and

low income students.

0.0%

10.0%

20.0%

30.0%

40.0%

50.0%

60.0%

70.0%

80.0%

90.0%

100.0%

2011 2012 2013

Non-Minority Non-FRL Minority FRL IEP

12

How can this be?

Some answers lie in the data…

13

18.5% 16.8%

21.7%

35.0%

17.8% 18.1%

22.6%

33.7%

1 - Low Minority/Poverty 2 3 4 - High Minority/Poverty

Minority Poverty

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

Source: CDE HR Data, 2011-12

14

We have a much higher turnover of principals and teachers in our lowest performing distr icts ; and we know that poor

and minority students are 4 t imes more l ikely than their counterparts to be served in these distr icts .

Source: CDE HR Data, 2011-12

30.4%

22.8%

17.6% 17.4% 16.9%

27.6%

17.1% 15.4%

12.9% 14.1%

Accred. with Turnaround Accred. w/PriorityImprovement

Accred. with Improvement Accredited Accred. with Distinction

Principals Teachers

Principal and Teacher Turnover by District Accreditation Rating, 2012

15

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

Source: CDE Student Oct Count, SY2011-12

16

But…that’s not the case across the system.

We see some districts and schools where the data is playing

out differently.

These “opportunity to learn” indicators suggest we may not be providing all of our students with

access to the same opportunities.

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.

53.5

43.9

49.5

36.4

66.2 61.8 62.6

53.1

All Hispanic FRL ELL

2009 2013

Percent of Students Proficient or Advanced in Reading by Student Subgroup


80.6% of Nisley students qualify for free and reduced price lunch

42.9% of Nisley students are minority

20

NISLEY ELEMENTARY HOME OF THE GRIZZLIES

MCVSD-51 Streamlined School Systems Quarterlies

PLC Conversations

Responsive Interventions

District & State Initiatives Curriculum Resource Title Schools MTSS/PBIS/RtI

Family Ties Staff Comradery: Together we are all in this!

Family Engagement: BEAR Nights, Co. Health Foundation, Muffins for Mom

Community Support: Back Pack Program, High School Mentors

http://youtu.be/meQsEep6Lzs



Harrison School District has successfully narrowed the minority achievement gap in math and reading

over time.

Percent of Students Proficient and Advanced by Minority/Non-Minority - Math


While results are not shown here, Harrison achieved similar gap closing in reading.

42.8 46.1 48.2 50.3

53.2

59.7 62.5 62.3 64.0

66.9

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

100.0

2009 2010 2011 2012 2013

Perc

ent P

rofic

ient

or A

dvan

ced

Minority Non Minority

70% of Harrison students qualify for free and reduced price lunch

66% of Harrison students are minority

22

Curry Newton, Principal, Nisley Elementary School Deb Lamb, Assistant Principal, Nisley Elementary School

Edwin Saunders, Elementary School Leadership Officer,

Harrison School District

Lessons from Practitioners

How can the state support districts in addressing

achievement gaps?

24

Findings from 2005 Colorado Commission on Closing the Achievement Gap Final Report: Comprehensive data and assessment system to identify gaps High expectations Rigorous, aligned P-16 curriculum Administrator and teacher cultural competencies Parent/community connections Research-based instructional strategies

…Why then, is it so hard to move the needle at scale?

The steps to achieve and maintain the gains we see in successful districts/schools have

been well documented…

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Inconsistent or unclear expectations across the system Staff turnover at all levels in the system Changes with service providers Management and flexibility issues with vendors Uneven implementation Limited use of data and poor target/goal setting Source: Final Report for the Evaluation of the Colorado Department of Education Closing the Achievement Gap Project; Submitted by The Center for Education Policy Analysis School of Public Affairs at the Buechner Institute for Governance University of Colorado Denver and Augenblick, Palaich, and Associates, June 2011.

Implementation Challenges

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Provide organization-wide focus through CDE strategic plan (Goal 3) Build strong delivery plan for our achievement gap work building on

lessons learned and working with Education Trust Theory of action Metrics (that can be translated to district/school level) Strategies & action plan

Implement delivery plan, including but not limited to: Providing statewide data and helping district use/analyze their data Capturing and sharing what is working Partnering with interested districts to implement targeted strategies and

to learn how the state can best support districts in this work

Next Steps How can we build on the lessons learned from the past

and from successful districts to close achievement gaps?

27

closing the achievement gap - boarddocs...source: final report for the evaluation of the colorado...

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