edu 604 unit 4 achievement gap report

8/11/2019 EDU 604 Unit 4 Achievement Gap Report

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Running Head: ACHIEVEMENT GAP 1

Achievement Gap Executive Summary - Michigan

Elisabeth Clapp

EDU 604

Dr. Therese Ajtum-Roberts


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Introduction

The report generated is from 2013 data retrieved for the states of Michigan and

Ohio from the National Assessment of Education Progress (NAEP) in two 8th-grade subject

areas: Reading and mathematics. Student performance for three variables: Gender, National

School Lunch Program eligibility and race/ethnicity are used to compare student scores in both

states. The report uses the average scale scores, and the standard error is included to show the

accuracy of the statistic. The report will assist in identifying achievement gaps, as defined by the

NAEP if the difference is statistically significant, meaning larger than the margin of error

(2011, para. 1).

Executive Summary - Reading

Gender

According to the 2013 NAEP 8th-grade reading scores, females obtained higher scores

than males in both Michigan and Ohio. In Michigan, females out performed males by 9 points

and in Ohio females obtained scores 10 points higher. Both males and females in Ohio out per-

formed males and females in Michigan by 2 (males) and 3 (females) points (Appendix A).

Even though, there are notable differences between genders and states, according to the

NAEP definition of achievement gap, there is not a significant positive or negative difference

between the scores obtained.

National School Lunch Program

According to the 2013 NAEP 8th grade reading scores, those students not eligible for the

lunch program obtained higher scores than those eligible in both Michigan and Ohio. In Michi-

gan, those not eligible out performed those eligible by 22 points and in Ohio those not eligible

obtained scores 26 points higher. The scores obtained by students eligible for the program in


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both states are identical. The scores obtained by those students not eligible for the program were

4 points difference between the two states with Ohio scoring higher (Appendix A).

Even though, there are notable differences between those eligible and those not and be-

tween the states, according to the NAEP, there is not a significant positive or negative difference


Race/Ethnicity

According to the 2013 NAEP 8th grade reading scores, Asians in both states scored high-

er with 280 in Michigan and 289 in Ohio. Whites scored the next highest with scores 271 in

Michigan and 273 in Ohio. Hispanics were the next group scoring 257 in Michigan and 266 in

Ohio. Scores from blacks in Michigan were 246 and 247 in Ohio. The data indicates that all

students scored higher in Ohio, with Asians scoring the highest and blacks scoring the least. The

same pattern is true for Michigan as well (Appendix A).

Even though, there are notable differences between race/ethnicity and between the states,

according to the NAEP definition of achievement gap, there is not a significant positive or nega-

tive difference between the scores obtained.

Executive Summary - Mathematics

Gender


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According to the 2013 NAEP 8th-grade mathematics scores, females in Michigan ob-

tained a slightly higher score (1 point) than males in Michigan. Males in Ohio obtained a slight-

ly higher score (1 point) than females in Ohio (Appendix B).

Even though, there are notable differences between genders and states, according to the

NAEP definition of achievement gap, there is not a significant positive or negative difference


National School Lunch Program

According to the 2013 NAEP 8th-grade mathematics scores, in both Michigan and Ohio

those not eligible for the program obtained higher scores than those students that are eligible.

There is a 28 (MI) and 27 (OH) point difference between those eligible and those not eligible per

state (Appendix B).

Even though, there are notable differences between those eligible and those not and be-

tween the states, according to the NAEP, there is not a significant positive or negative difference


Race/Ethnicity

According to the 2013 NAEP 8th-grade mathematics scores, Asians in both Michigan

and Ohio received the highest scores, followed by whites, Hispanics and blacks. Worth noting is

Ohio scored higher in each race/ethnicity group than Michigan, and Ohios lowest score is great-

er than two of the race/ethnicity groups in this variable by 6 and 16 points (Appendix B).

There are notable differences betweenblacks and whites in both Michigan and Ohio.

According to the NAEP definition of achievement gap, there is a significant difference when

comparing scores obtained and an achievement gap in this area of mathematics (Appendix C).

Suggestions for Improvement Strategies


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The 8th grade Ohio students either performed the same or better in both reading and

mathematics for all variables, than the students in Michigan. The only achievement gap, accord-

ing to the NAEP definition is between blacks and whites in both states, in the subject area of

mathematics.

When data was reviewed comparing the Detroit school district to the state of Michigan as

a whole, the Detroit system scored significantly less by comparison using the same variables in

reading (Appendix D ) and mathematics (Appendix E). There is a significant difference in the

National School Lunch Program scores for Detroit and the results were inconclusive for majority

of the race/ethnicity variable (Appendix E). In understanding the achievement gap between

Michigan and Ohio, it seems fitting to examine the strategies in place to restore the Detroit Pub-

lic Schools. Five categories for improvement are:

Start Earlier, Work Longer. Detroit Public Schools intend to reach students at a

much younger age with preschool programs and to assist parents with skills necessary to de-

velop successful students. The emphasis is to develop community schools(DPS, 2013, p.

3).

Work Harder. The DPS will employ quality effective educators, administrators and

support staff that receive robust professional developmentopportunities. The goal is to de-

liver an educational experience that is high-quality, well-rounded rigorous, relevant and

engagingfor students (DPS, 2013, p. 3).

Work Smarter. The DPS will utilize the business community to identify more effec-

tive strategies when reducing costs and better serving customers. With declining enrollment,

it is necessary to allocate resources appropriately and efficiently to improve all aspects of

school operations (DPS, 2013, p. 4).


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Join Together. The DPS is seeking a collaborative approach to form partnerships be-

tween schools, students, families, the community and government, by increasing trust for a

shared responsibility approach to problem-solving (DPS, 2013, p. 4).

Expect More. Expectations of the DPS, students and families have risen. The goal is

to operate within a balanced school budget with an increase in student attendance and im-

proved behavior in an atmosphere with reduced if not eliminated crime (DPS, 2013, p. 4).

The strategies outlined by the Detroit Public Schools align with several of the seven sug-

gested at the national level by Ferguson, Hackman, Hanna, and Ballantine (2008). Two strate-

gies in particular are: Patient but tough Accountability and Community Involvement and Re-

sources. Detroits concept of Expect Moreis similar to Ferguson et al. (2008). Both the stu-

dents and the schools must be held accountable, and there must be ramifications if either fail to

perform. Involving the entire community just makes good sense. When one school district in

the state fails, it has the potential to pull the entire state down. When one state in the nation fails,

it has the potential to pull the entire nation down.

Conclusion

According to Darling-Hammond (2010), it is more efficient to effectively educate all

children in the United States than to afford government programs to sustain individuals or worse,

to incarcerate them. Issues of an achievement gap must be addressed whether between gender,

income or race/ethnicity. Regardess if a student resides in Detroit, Michigan or Ohio, equality in

education must be sought for the simple reason that it is what is best for the student and the na-

tion as a whole.


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References

Darling-Hammond, L. (2010, May 27). Restoring our schools. The Nation [Web site]. Retrieved

from http://www.thenation.com/article/restoring-our-schools?page=0,1

Detroit Public Schools. (2013). Neighborhood-centered quality schools 2013-2017 strategic

plan. Retrieved from http://detroitk12.org/content/wp-content/uploads/2013/03/2013-04-

11-SP-Strategic-Plan.pdf

Ferguson, R.F., Hackman, S., Hanna, R., and Ballantine, A. (2008).Raising achievement and

closing gaps in whole school systems: Recent advances in research and practice

[Conference report]. Retrieved from

http://www.agi.harvard.edu/events/2008Conference/GETTING_IT_DONE_02_24_09.pdf


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NAEP: National Assessment of Educational Progress. (2011). NAEP data explorer. [Website].

Retrieved fromhttp://nces.ed.gov/nationsreportcard/naepdata/dataset.aspx

NAEP: National Assessment of Educational Progress. (2011). Understanding Gaps. National

Center for Education Statistics. Retrieved fromhttp://nces.ed.gov/nationsreportcard/studies/gaps/understand_gaps.aspx
http://nces.ed.gov/nationsreportcard/naepdata/dataset.aspxhttp://nces.ed.gov/nationsreportcard/naepdata/dataset.aspxhttp://nces.ed.gov/nationsreportcard/naepdata/dataset.aspxhttp://nces.ed.gov/nationsreportcard/http://nces.ed.gov/nationsreportcard/http://nces.ed.gov/nationsreportcard/naepdata/dataset.aspx


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Appendix A

NAEP 8th-Grade Reading Data


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Appendix B

NAEP 8th-Grade Mathematics Data


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Appendix C

NAEP 8th Grade Mathematics Race/Ethnicity Data


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Appendix D

Michigan - Detroit


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National School Lunch Program Reading Data

Appendix E


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Michigan - Detroit

National School Lunch Program Mathematics Data

edu 604 unit 4 achievement gap report

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