conquering the achievement gap: the promise of african american males

Conquering the Achievement Gap: The Promise of African American Males

A SUMMIT SPONSORED BYTHE MICHIGAN DEPARTMENT OF EDUCATION

JUNE 5, 2013EAGLE EYE CONFERENCE CENTER

Greetings & Overview

Venessa Keesler, Ph.D.Deputy Superintendent, MDE

(See Program pp. 3 - 9)

State Board Reform Priority on Closing the Achievement GapTo close academic achievement gaps, with an initial focus on rapidly improving the academic outcomes of African-American males for whom data shows are Michigan's persistently lowest achieving group. (June 2012)

MDE Mission for Closing the Achievement GapTo close the achievement gap between African-American males and the highest achieving student group in all subjects by the 2021-2022 school year. (Summer 2012)

Closing the Achievement Gap

The MDE Achievement Gap Core Planning Team was charged with the research and development of a multidimensional strategy of closing achievement gaps between African American males and the highest performing student group in Michigan.

Purpose Statement (See Program p. 4)

1. Introduce MDE’s strategy for impacting the Achievement Gap between African American males and Michigan’s highest achieving student group

2. Solicit feedback from external stakeholders

3. Engage key stakeholders in active, attentive and concrete ways to close the Achievement Gap

Summit Objectives (See p. 6)

Background

Deborah ClemmonsState School Reform Officer


Planning the Work

Informing the Work

Tracking & Measuring the Work

Communicating the Work

Achievement Gap Framework (See pp. 59 - 60)

“The Work”

Social Justice Framework Data and ResearchMDE’s Action Strategies

1. Leveraging Grants2. Monitoring3. Cultural Relevancy 4. Educator Effectiveness5. Recruitment & Outreach6. Operational Equity Analysis7. Student Focus Groups

Achievement Gap Framework (See pp. 11 - 36)

Stakeholder Feedback (See Website & Worksheet)

1. Turning Technologies clickers;

2. Today’s Meeting website

http://todaysmeet.com/MIAG-2013

3. This worksheet; and

4. Ongoing dialogue.

Today’s Meethttp://todaysmeet.com/MIAG-2013

Back channeling during General Session, Cultural Relevance Breakout

Session (#B1), & Equity Breakout Session (#B2)

For Breakouts, Today’s Meet website (above) enter either #B1 or #B2 at

the beginning of comment/feedback.



A = Local Education AgencyB = Intermediate School DistrictC = State Government AgencyD = Higher Education E = School Board (State or Local)F = Legislator/Legislative StaffG = Non-Profit Organization or FoundationH = Business LeaderI = ParentJ = Other

What is your role?

Michael FlanaganState Superintendent

• More than 20 years in education administration

• Local superintendent (Farmington), Regional superintendent (Wayne RESA)

• State Superintendent since 2005

Welcome

Michael FlanaganState Superintendent

(See Program p. 5)

Social Justice Framework

Theresa Saunders, Ph.D. MDE/OEII Consultant

(See Program p. 12)

The Social Justice Framework addresses which of the following issues?

A = Individual and institutional biasB = Institutional supremacyC = InequityD = All of the above

(See Program p. 6)

(See Program p. 12)Clicker Feedback

The Assumptions for the Social Justice Framework are …

A = State the causes of inequitiesB = Compare individual beliefs with institutional

workC = Present an assessment of the change

processD = State MDE’s commitment to strategies and

practices that result in positive change

(See Program p. 6)


The Social Justice Principles state that …

A = Institutional bias has implications for MDE’s role and resources

B = There are no successful strategies for creating equity in an institution

C = Institutional bias can result in inequity that harms all members of an institution

D = A and C above


Stakeholder Feedback

Comments: (strengths * gaps * questions)

http://todaysmeet.com/MIAG-2013 (See Worksheet)

Data and Research

Darren Woodruff, Ph.D.AIR


What is the Achievement Gap?

There are multiple indicators:

The achievement gap is reflected most clearly in grades, standardized test scores, high school graduation rates, placement in special education and advanced placement courses, and suspension and expulsion rates.”

L. Darling-Hammond, The Flat Earth and Education: How America’s Commitment to Equity Will Determine Our Future

Current Challenges of Education for African American Students

• Schools serving the most African-American and Hispanic students are nearly twice as likely to employ teachers who are first or second year teachers,

• African American students are over 3 ½ times more likely to be suspended and expelled than their White peers,

• Less than a third of high schools serving the most Hispanic and AA students offer Calculus and only 40% offer physics,

• Teachers in elementary schools serving primarily AA and Hispanic students are paid on average $2250 less per year than colleagues in the same district working with the fewest AA and Hispanic students.

2009/10 OCR Civil Rights Data Collection

Current Challenges of Education for African American Males

• African American males are more likely than any other group to be suspended and expelled from school,

• Less likely to enroll or graduate from college,• More likely to be classified as cognitively impaired,

emotionally impaired, or suffering from a learning disability,

• More likely to be absent from gifted and talented programs, Advanced Placement and honors courses, and international baccalaureate programs.

Pedro Noguera, 2012

Student Demographics in Michigan

Economic Status: Percent of Disadvantaged Students

Reading Performance Elementary/Middle Grades: 2008 - 2012

Reading Performance High School: 2008 - 2012

Math PerformanceElementary/Middle Grades: 2008 - 2012

Math PerformanceHigh School: 2008 - 2012

How aware were/are you of these data patterns?

1 = Yep, this sounds right!2 = Gosh, I knew but not to this extent.3 = Wow, I had no idea!4 = Hmm … I am questioning the validity and

accuracy of this data.5 = You’re kidding…this data barely scratches

the surface.

(See Program pp. 13 - 27)Clicker Feedback

Special Education by Race/Ethnicity Ages 3-26, 2010

Source: Annual Special Education Child Count

Special Education by Race/Ethnicity

Source: Annual Special Education Child Count

Student Participation in Gifted and Talented Programs

Source: ocrdata.ed.gov/Home

Out of School Suspensions


Student Expulsions


Graduation and Dropout Rates

Source: Center for Educational Performance and Information (CEPI)

Which metric needs to be addressed most urgently for the achievement gap to narrow or close?

A = Expulsion and Disciplinary RatesB = MEAP/NAEP scoresC = Graduation/Dropout RatesD = Special Education IdentificationE = Students’ access to advanced/Gifted & Talented

coursesF = Students’ access to remediationG = Participation in early childhood educationH = Teacher quality


Which of these metrics is/are most relevant for your school district or organization?

(You can choose more than one response.)

(See Program p. 13)

A = Expulsion and Disciplinary RatesB = MEAP/NAEP scoresC = Graduation/Dropout RatesD = Special Education IdentificationE = Students’ access to advanced/Gifted & Talented

coursesF = Students’ access to remediationG = Participation in early childhood educationH = Teacher quality

Clicker Feedback

Stakeholder Feedback

Comments: (strengths * gaps * questions)

Connections: What are you doing or could you do to impact the metrics that are most relevant to your school district or organization?

http://todaysmeet.com/MIAG-2013 (See Worksheet)

Leveraging Grants

Mike Radke, DirectorOffice of Field Services

(See Program pp. 27- 28)

“Leveraging Grants” addresses up to 2,026 schools*

* Total schools on Top to Bottom list = 2866

How will MDE Leverage Grants to address the Achievement Gap?

Require schools with the largest gaps to:

•Implement 1-2 research based strategies from a list defined by MDE

•Commit a percent (10%?) of formula grants (when possible) to close the gaps and increase this percent if gaps are not closing fast enough

•Include “close your achievement gap” as an additional criteria for initial and renewal of competitive grants

Given your current understanding, to what extent do you believe that leveraging grants at MDE will positively influence the achievement gap?

1 = It should make a dramatic impact

2 = It should make a strong impact

3 = It should make a moderate impact

4 = It should make a minor impact

5 = It will not make a difference

(See Program pp. 27- 28)


Comments (strengths * gaps * questions)

Connections (what we are currently doing or can do to contribute)

(See Worksheet)

My role/organization is identified in this proposed strategy. I/we commit to:

High participation Moderate participation Minimal participation No participation

Other ways that I/we can contribute: Support communication and roll-out Offer skill, expertise, and/or people to help Provide data Share practices Provide fiscal support We have a related initiative (Describe) Other (Describe)

Monitoring

Patty Cantu, Director Office of Career and Technical Education

(See Program p. 31)

Given your current understanding, to what extent do you believe that the MDE Monitoring Strategy will positively influence the achievement gap?






(See Program p. 29)




(See Worksheet)

My role/organization is identified in this proposed strategy. I/we commit to: High participation Moderate participation Minimal participation No participation


Cultural Relevancy/Curriculum Enhancement

Gregg Dionne Curriculum & Instruction Manager

Office of Educational Improvement & Innovation


Given your current understanding, to what extent do you believe that the Cultural Relevancy/Curriculum Enhancement Strategy at MDE will positively influence the achievement gap?










(See Worksheet)



Educator Effectiveness

Dr. Flora Jenkins, Director Office of Professional Preparation Services

Jeremy ReuterSpecial Assistant to Deputy Superintendent

Office of Great Start

(See Program p. 32)

Given your current understanding, to what extent do you believe that the Educator Effectiveness Strategy will positively influence the achievement gap?






(See Program p. 32)




(See Worksheet)



Recruitment and Outreach

Joetta ParkerDirector, Human Resources

(See Program p. 35)

Given your current understanding, to what extent do you believe that the Recruitment and Outreach Strategy will positively influence the achievement gap?






(See Program p. 29)




(See Worksheet)



Operational Equity Analysis

Seena M. Skelton, Ph.D. Great Lakes Equity Center

(See Program p. 36)

Given your current understanding, to what extent do you believe that an Equity Analysis will positively influence the achievement gap?






(See Program p. 29)




(See Worksheet)



Student Focus Group

Henry Cade, Consultant Office of Field Services

(See Program p. 38)

Given your current understanding, to what extent do you believe that the Student Focus Group Strategy will positively influence the achievement gap?






(See Program p. 29)




(See Worksheet)



New Policies and Strategies Required to Close Education Achievement Gaps

Dr. Michael Nettles Senior Vice President and the Edmund W. Gordon Chair

of ETS’s Policy Evaluation & Research Center

(See Program p. 10)

Student Focus Group

Henry Cade, Consultant, Office of Field Services

(See Program p. 38)

Pre-Pilot Focus Group Feedback 2013

Beverly Brown, Ph.D. Consultant

School Reform Office

(See Program p. 38)

The Five Interventions

Culturally Relevant Materials

Empowerment Society

Experiential Learning

Positive Calls Home

Academic Athletes

The Three Webinars/BooksDr. Ivory ToldsonDr. Alfred TatumPrincipal Baruti Kafele

Student Panel

Steven Binion Jayson Howell

Dominick QuinneyMark Washington


2013-2016 Pilot Program Achievement Gap Initiative for African American Young Men

JoAnn Neuroth, SupervisorSchool Improvement Support Unit

Office of Educational Improvement & Innovation


Purpose of Initiative• To eliminate the achievement gap between AA Young

Men and the highest performing student group

• To provide an opportunity for schools to pilot innovative and effective strategies

• To support schools with facilitation of “student voice” options

• To enable Professional Learning Communities

• To gather data on intentionally effective practices

Program Components• 4 Intentional Instructional Practices• 5 Climate and Culture Strategies• 1 whole-school reform model• Facilitation of a Student Voice activity• Facilitation of a Professional Learning Community• Access to relevant resources from local, state,

national, and international perspectives• 4 quarterly networking meetings• Participation in data collection process

Support

• Website resources at MDE Achievement Gap• Quarterly networking meetings• Professional Learning Community for each

strategy• Data collection and analysis• Professional Development for administrative

and teacher leaders• Strategic Planning

Contact Information

Dr. Theresa Saunders, Consultant

[email protected]

mailto:[email protected]

I/we need info on the following intervention strategy(ies): Culturally Relevant MaterialsEmpowerment SocietyHigh Expectations & Purposeful EngagementPositive Phone Calls HomeCollege Ambition ProgramIndependently Selected Research-based ProgramNo interest at this time

I/we would like more info on the following instructional strategy(ies): Academic VocabularyDepth of KnowledgeQuality QuestioningFlexible Grouping

2013 – 2016 Pilot School Participation YES __ NO __ N/A

(See Worksheet)

Strategic Partnership Breakout Sessions

(See Summit Agenda pp. 7 - 9 )

Breakout Rooms(See Summit Agenda pp. 7 - 9 )

The Intersection of Cultural Relevance and Educator Effectiveness

• Lakepoint Room

Leveraging Our Limited Resources

• Eagle’s Nest Conference Room

Equitable Policy Creation and the Achievement Gap

• Hillside Room

Breakout Group Session


Vote: Which strategy are you most interested in discussing?

1. Leveraging Grants2. Monitoring3. Cultural Relevancy4. Educator Effectiveness5. Recruitment and Outreach6. Operational Equity Analysis7. Student Focus Groups

Discussion

Welcome Back!

Report Outs


The Intersection of Cultural Relevance and Educator Effectiveness

Equitable Policy Creation and the Achievement Gap

Session Evaluation

Your Exit Tickets:•Working Together Worksheet•Evaluation•Clicker

Deborah ClemmonsState School Reform Officer

Next Steps

Next Steps

1. Continue stakeholder input/involvement (Summit & social media).

2. Establish Critical Friends Workgroup.

3. Follow-up on Operational Equity Analysis.

4. Implement MDE Action Strategies.

5. Engage leadership team in continuing review of strategies.

Thank You!

conquering the achievement gap: the promise of african american males

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