ASIAN PACIFIC AMERICAN STUDENTS IN MINNESOTA’S PUBLIC EDUCATION SYSTEM

August 18, 2014

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Background 2

About MinnCAN

¨  Education advocacy non-profit ¨  Launched in 2011 ¨  12,000+ members ¨  Committed to closing academic opportunity and

achievement gaps through research, communications and advocacy

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Native American Student Achievement

¨  Published fall 2013 ¨  Equity and asset-based

report completed in partnership with Minnesota’s Native American communities

¨  US Sec. of Ed Arne Duncan calls report “bold and courageous”

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•  Asian American students in Minnesota compared to peers across the state

•  Asian American students in Minnesota compared to peers across the country

Academic achievement in context 5

Minnesota student demographics 6

National student demographics 7

Educational attainment 8

Associate degree attainment 9

3rd-12th grade academic achievement: Reading

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3rd-12th grade academic achievement: math

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National Assessment of Educational Progress (NAEP)

¨  “Nation’s Report Card” ¨  2013 data shows us that for Asian American

students in Minnesota… ¤ The achievement gap is shrinking in 8th-grade math ¤ The achievement gap is widening in 8th-grade reading ¤ 4th-grade math: 29th of 36 states ¤ 4th-grade reading: 32nd of 37 states ¤ 8th-grade math: 28th of 33 states ¤ 8th-grade reading: 28th of 31 states

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Geography Race/

Ethnicity English Score

Math Score

Reading Score

Science Score

Composite Score

Minnesota All Students 22.2 23.1 23.1 22.8 23.0

Asian 19.0 22.1 20.3 21.0 20.7

National Average

All Students 20.2 20.9 21.1 20.7 20.9

Asian 22.5 25.0 22.9 23.1 23.5

ACT scores for MN vs. US 13

Graduation rates by race: Minnesota vs. the nation

American Indian/Alaska Native

Asian/Pacific Islander Asian/Pacific Islander students are leading the nation in graduation rates, but are below the national average in Minnesota.

All Students Minnesota’s failure to address academic opportunity gaps for students of color means that our statewide graduation rate is below the national average.

Black or African American

Hispanic or Latino

White or Caucasian

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Minnesota charter schools serving a high percentage of AAPI students

Charter schools 15

Charter school environment

¨  Large number of charter schools serving Hmong population

¨  Why? ¤ Home language spoken by staff ¤ Culturally-relevant teaching and school environment ¤ Safe and supportive schools + character development

¨  Impact on student achievement ¤ With a few exceptions, schools are performing well-below state averages for academic achievement

¤ Several schools have been in lowest quartile for proficiency and growth for more than three years

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Closing the “belief gap” at Community of Peace Academy in St. Paul, MN

School profile 17

Overview and demographics

¨  Located on the east side of St. Paul ¨  800 kids, PreK-12th grade public charter school

¤ 90% students of color ¤ 85% free/reduced lunch ¤ 50% Asian American ¤ 17% special education ¤ 13% English learner

¨  In 2012, Asian American students performed close to the state averages for all students in reading and math

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Strategies for success

¨  Emphasis on data, data, data

¨  STEP: Strategic Teaching & Evaluation Process ¤ Developmental literacy assessment for grades preK–3. ¤  Tools to monitor progress that are aligned with scientifically

established milestones in reading development ¤  Partner with U of Chicago’s Urban Education Institute

¨  Data informs instruction: “You’re not waiting until mid- or end-of-year to see where you students are at. Teachers get very excited about the data.”

¨  Focus on character development and academic achievement

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Policy/practitioner recommendations

¨  Emphasis on cultural competency, classroom management and methods (rather than theory) during teacher prep

¨  Student engagement rather than punishment—revamped discipline policy keeps kids in class

¨  Students, parents and teachers responsible for student achievement

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•  Updates •  Concerns •  Recommendations

Legislative and policy context 21

2014 Legislative Sessions: Update on Education Legislation

¨  MN passed the Learning for Academic Proficiency and Success Act (LEAPS) ¤ Multilingualism as an asset ¤ Provides additional support for Minnesota’s English

Language Learners through: n Preparing educators to effectively teach English Language

Learners n Teach content (math, literacy, science) in student’s home

language n Special “seal” on Minnesota High School diploma for

proficiency in more than one language

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Concerns & policy recs

¨  Maintain high state standards ¤ Allow time for standards to settle—stop “moving the

goal posts” and changing testing requirements ¤ Do not eliminate state standardized testing

¨  Address lack of diversity amongst teachers and administrators ¤  Increase diversity in the Department of Education ¤ Maintain teacher prep quality: don’t lower the bar for

entry into the profession

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Policy recommendations, cont.

¨  Close the disparity in access to information ¤ Provide data broken down by ethnicity, socioeconomic

indicators, and generation status

¨  Address lack of accountability and oversight for charter schools ¤ Reward excellence ¤ More accountability for persistently underperforming

schools

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Thank you

¨  Mee Moua and her team, AAAJ-AAJC ¨  Sia Her and her team, Council on Asian Pacific

Minnesotans (CAPM) ¨  Steve Huser, MN Department of Education ¨  Dr. Heidi Barajas, U of MN Urban Research and

Outreach-Engagement Center ¨  Community of Peace Academy

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Contact information 26

¨  Daniel Sellers, Executive Director, MinnCAN ¤ www.minncan.org ¤ daniel.sellers@minncan.org ¤ @dsellers22 ¤ @MinnCAN