ethnic/racial composition and academic profile of central san joaquin valley students in k-12 paul...

Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley

Students in K-12

Paul A. Garcia, Ed. D.California Latino Leadership Network

October 30, 2015

Ethnic/Racial Composition and Academic Profile of Central San Joaquin Valley Students in K-12

President Johnson signing ceremony for Elementary and Secondary Education Act, 1965


https://en.wikipedia.org/wiki/File:ESEAJohnson.jpg

ESEA Goal

We are going to eliminate poverty with education…This is going to be something where people are going to learn their way out of poverty.

President Lyndon B. Johnson, 1964Planning meeting on the War on Poverty



ESEA 1965

• This first iteration of ESEA was input based • Cultural deficit model was the prevailing

paradigm for the instruction of minority students• Only schools could correct cultural and

cognitive deficits


ESEA Educational Practices• Remedial Reading Classes• Low Track Classes• Prescribed Intervention Programs• Pull Out Programs• Ability Grouping

No Child Left Behind Act, 2001


No Child Left Behind Act, 2001• NCLB radically shifted the emphasis to an outcome

based enterprise• Ambitious accountability targets were established for all

students and schools• Federally defined annual accountability targets based

largely on standardized test scores• Sub-groups required to meet targets without regard

social, economic, or educational factors that contributed to their underachievement


ESEA Revisited• Disproportionate number of schools with large

percentages of ethnic/racial minority students were designated as school improvement schools

• Many minority students were labeled underperforming and assigned to remedial educational programs


Summary Statement• Both ESEA and NCLB were necessary policies to

support low income students • Both reauthorizations were problematic for

ethnic and racial minority students• Exercise caution when interpreting

achievement levels of ethnic/racial minority and low income students


Demographics 2015

849,244 Students in 8 Counties536,448 Latino Students24% English Learners in the

Central San Joaquin Valley89% English Learners are Spanish

Speakers

Ethnic/Racial Composition of Central San Joaquin Valley K-12 Students


High Density Latino Districts

67% The percent of school districts in the service area, with at least 50 % or more Latino students

40 % The percent of school districts in the service area, with at least 75% Latino students


High Density Latino Schools

•91% of all schools are at least 50 percent Latino*

•25% of all schools are at least 75 percent Latino*


Research Questions• What are the educational and social

implications of having such high density schools and school districts?

• Does it matter whether the density/segregation is defacto or forced?

• How serious is the density factor?

School Composition and the Black–White Achievement Gap

George Bohrnstedt, Sami Kitmitto, Burhan Ogut, Daniel Sherman, and D. Chan

Academic Achievement


California Assessment of Student Performance and Progress (CAASPP)

• Common Core State Standards• Technology Enhanced Items• Computer Adaptive Testing


Data Interpretation• Caution against interpreting low test scores as a

reflection of cultural characteristics or student background variables

• Recognize the rich diversity of Latino students, and not treat them as a homogenous monolithic population

• Consider school-related factors and social variables that contribute to student achievement


The Achievement Level Descriptors presented here are linked to an operational definition of college content-readiness to inform score interpretation for high schools and colleges.

In particular, a score at or above “Level 3” in 11th grade is meant to suggest conditional evidence of readiness for entry-level, transferable, credit-bearing college courses.

Interpretation and Use of Scores and Achievement Levels, p.2Smarter Balanced Assessment Consortium, 2014

Students Meeting or Exceeding Standard in English Language Arts (CAASPP)

Students Meeting or Exceeding Standard in Mathematics (CAASPP)


Research Questions• What factors contribute to differences in student

achievement?• To what extent does the diversity of Latino student

experiences explain differences in achievement? i.e. immigrants, English Learners, bilingual, migrants

• To what extent have Latino students had equal access challenging courses, and educational programs, or technology enhanced schools and classrooms?


Percent of Parents with a College Degree16% San Joaquin14% Fresno12.6% Stanislaus12.1% Kings11.3% Tulare11.2% Merced10.2% Madera9.8% Kern17.3% California

Percent of Students Meeting or Exceeding Standard on CAASPP by Parent Education: ELA

Percent of Students Meeting or Exceeding Standard on CAASPP by Parent Education: Mathematics


Research Questions

• Does parent education explain disparity in test scores for minority students to the same extent as white students?

• Can increased parent education mitigate the detrimental effects of poverty on academic achievement?


Parent Education

7% Latino parents reported at least college degree*

29% White parents reported at least college degree*

Percent of District Students Meeting or Exceeding Standard on CAASPP by Parent Education: ELA

Percent of District Students Meeting or Exceeding Standard on CAASPP by Parent Education: Mathematics

Percent of Students, Teachers and Administrators in Central San Joaquin Valley, 2015


Research Questions• To what extent does teacher ethnicity/race affect

student achievement?• Does teacher ethnicity/race affect non-academic factors?• How can teachers and administrators increase cultural

competence toward the students and families they serve?

• To what extent have Latino teachers been recruited, hired, and given equal opportunities to serve as school or district administrators?


Concluding Remarks


Creating the will: Hispanics Achieving Educational Excellence

We know that the achievement levels can be raised. The question is whether we have the will to do what we know works.President William J. ClintonWhite House Strategy Session on Improving Hispanic Student Achievement, June 15, 2000

1940

http://www.barnesandnoble.com/w/forgotten-people-george-i-sanchez/1000225749

Latino Educational Research1991 and 2002


Today we can begin to make a difference

Let’s be reminded, we have everyone here in the room who has the experience, expertise and power to make a change

• Policy makers, elected officials, practitioners, school district superintendents, UC officials, CSU system representatives, community college presidents, parents and the business community


ConclusionToday, let’s begin the noble and courageous work as a P-20 team to:•Eliminate the barriers to an effective and comprehensive intersegmental approach to education in the Central San Joaquin Valley.•Create a coherent and fully articulated system of schooling for all students in the Central San Joaquin Valley.

2 Guiding Principles


If you want to go fast, go alone. If you want to go far, go together.

African proverb

I am asking you to take a stand. Don’t be neutral. Neutrality is for referees in a football game. You have to take a stand. The really, really good journalists always take a stand with those who have no power, with those who have no rights and with those who have no voice.

Jorge Ramos, Univision News anchor addressing the USC Annenberg graduates in 2014.


Latino Educational Research2010

Contact Information

Paul A. [email protected]

mailto:[email protected]

ethnic/racial composition and academic profile of central san joaquin valley students in k-12 paul...

Documents

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iteration of esea

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latino students24

latino students40

summary statementboth

percent of school districts

english learners