minority student achievement network annual conference youth culture, parenting, school quality, and...
TRANSCRIPT
Minority Student Achievement Network Annual Conference
Youth Culture, Parenting, School Quality, and the Achievement Gap:
Toward Excellence with EquityJune 26, 2008
Ronald F. Ferguson, PhDFaculty Co-Chair & Director of the Achievement Gap Initiative at
Harvard University & Founder, Tripod Project for School Improvement
The Achievement Gap InitiativeAt Harvard University
Web Addresses: www.AGI.Harvard.edu and www.tripodproject.org
Contact: [email protected], Erin Hardy 617-496-9154
Some Context
US Population Shares in 2000
Black13% Hispanic
13%
Asian4%
Other2%
White68%
US Population SharesProjected for 2050
Black14%
Hispanic24%
Asian8%Other
5%
White49%
0
100
200
300
400
500
600
Mex
ico
U.S. B
lack
s
Turkey
U.S. H
ispa
nics
Gre
ece
Italy
Portugal
United
State
sSpai
n
Hungar
y
Poland
Luxem
bourg
Norway
Slova
k Rep
ublic
Ger
man
y
Irela
nd
Austria
U.S. A
sians
Swed
en
France
U.S. W
hites
Denm
ark
Icel
and
Czech
Repu
blic
New Z
ealan
d
Austra
ilia
Switz
erla
nd
Belgiu
m
Canad
a
Japan
Nether
lands
Korea
Finla
nd
Program for International Student Assessment, 15-Year Olds, 2003, Math Literacy in OECD Nations (Dark Blue = U.S. Students)
0
100
200
300
400
500
600
Mex
ico
Turkey
U.S. B
lack
s
U.S. H
ispa
nics
Gre
ece
Italy
Portugal
United
State
sSpai
n
Poland
Norway
Slova
k Rep
ublic
Luxem
bourg
Irela
nd
Hungar
y
Icel
and
U.S. A
sians
Austria
U.S. W
hites
Swed
en
Ger
man
y
Czech
Repu
blic
Denm
ark
France
Nether
lands
Switz
erla
nd
Belgiu
m
Canad
a
Austra
ilia
New Z
ealan
d
Japan
Finla
nd
Korea
Program for International Student Assessment, 15-Year Olds, 2003, Math Problem Solving in OECD Nations (Dark Blue = U.S. Students)
The Goal:With regard to race, ethnicity,
and nationality, the goal should be
group proportional equality.
Movement
Strategies
Policies
Programs
Projects
A Social, Cultural and Political Movement for Excellence with Equity
There is an urgent need for:
Youth cultures that more consistently support behaviors consistent with academic learning and the pursuit of excellence;
Parenting that nurtures intellectual growth and balances warmth and responsiveness with structure and demandingness;
Teaching that engages and challenges students to achieve at higher levels;
Community supports to supplement parents and teachers;
Leadership to organize, guide and motivate others in a 21st Century Social Movement for Excellence with Equity.
Urgency AND Possibility.
They Need to Change! (This may seem to deny own
responsibility.)
We Need to Change!
(Admitting this may seem to let the other
side off the hook)
Society at Large
Narrative A
[Group’s behaviors, lifestyles, etc]
Narrative B
[e.g., public policy, humanity, etc]
Group Members
Narrative C
[e.g., public policy, humanity, etc]
Narrative D
[Group’s behaviors, lifestyles, etc]
Risks Associated with Blame and Mistrust as Impediments to Open, Honest, On-Target Discourse
For Closing Achievement Gaps
Reasons to be Hopeful that Progress is Possible
•Minimal between-group differences among infants—it appears we start from the same place.
•Black-White IQ gaps are smaller than in the past.
•NAEP trends showed dramatic gap narrowing between 1970 and 1990, showing that rapid progress is possible.
•Recent NAEP trends for 9-year olds show movement toward group-proportional equality (i.e., all rising but lowest groups rising faster)
But, Some Sobering RealitiesProgress for teenagers mostly stopped around 1990.
Most high poverty, high minority schools score very poorly.
Racial gaps are often largest among children of the college educated.
15 percent of high schools produce half of our dropouts and children of color are heavily concentrated in these schools.
There are large disparities between states, with poor states tending to score lower and receive least federal aid on a per student cost-adjusted basis.
Schools where progress causes scores to rise for all groups while gaps get narrower are not as common as we might like (though recent NAEP Trends for 9-year olds is encouraging).
256 256
271 274270 267
280 279
267
280
292
302
200
220
240
260
280
300
320
Blacks Hispanics Whites
Parents are HS Dropouts Parents are HS Grads
Parents have Some College Parents College Grads
READING: Black 12th graders whose parents are college graduates have average reading scores below those of white 12th graders whose parents are high school graduates and have never attended college. (National Assessment of Educational Progress, 2005)
Compare
267 267
276282
277 279
290294
279
294
306317
200
220
240
260
280
300
320
Blacks Hispanics Whites
Parents are HS Dropouts Parents are HS Grads
Parents have Some College Parents College Grads
MATH: Black 12th graders whose parents are college graduates have average math scores almost as low as those of white 12th graders whose parents are high school dropouts. (National Assessment of Educational Progress, 2000)
Compare
110 107
124 127123 123
136 138133
144
156163
50
70
90
110
130
150
170
Blacks Hispanics Whites
Parents are HS Dropouts Parents are HS Grads
Parents have Some College Parents College Grads
SCIENCE: Black 12th graders whose parents are college graduates have average science scores no higher than those of white 12th graders whose parents are high school dropouts. (National Assessment of Educational Progress, 2005)
Compare
Parenting Practices and Home Life StylesMother-child interactions during infancy help predict test scores in early elementary years and help explain achievement gaps.Parenting practices (warmth and demandingness) during early school years help predict test scores during early adolescence and help explain achievement gaps.Compared to Whites and Asians, Black and Hispanic children in elementary school report less leisure reading at home, fewer books at home, more television watching, more televisions in bedrooms, and get sleepier at school.
Home Learning Conditions
49 50
65 62 63 64 62 62
0
10
20
30
40
50
60
70P
erce
nta
ges
Asian Black Hispanic White
Advantaged Disadvantaged
My parents want me to tell them what I learned in school. (“Yes,” instead of “Maybe” or “No.”) (Grades 1-6)
Source: Calculations by Ron Ferguson, using Tripod Project data for 1st to 6th graders collected spring 2005 & ‘06 from 45 elementary schools in NJ, CT, OH, NM, IA, MA, MI and CA. “Advantaged” students have (by our definition) at least one computer in the home AND are not from single parent households; others are labeled “Disadvantaged.” Advantaged: Asian, N=687; Black, N=1355; Hispanic, N=561; White, N=2647. Disadvantaged: Asian, N=100; Black=936; Hispanic=281; White=337.
58
33
7874 75
67
8073
0
10
20
30
40
50
60
70
80P
erce
ntag
es
Asian Black Hispanic White
Advantaged Disadvantaged
At home, someone is always thereto help me with my homework if I need it.
(“Yes,” instead of “Maybe” or “No.”) (Grades 1-6)
Source: Calculations by Ron Ferguson, using Tripod Project data for 1st to 6th graders collected spring 2005 & ‘06 from 45 elementary schools in NJ, CT, OH, NM, IA, MA, MI and CA. “Advantaged” students have (by our definition) at least one computer in the home AND are not from single parent households; others are labeled “Disadvantaged.” Advantaged: Asian, N=687; Black, N=1351; Hispanic, N=564; White, N=2639. Disadvantaged: Asian, N=102; Black=940; Hispanic=281; White=331.
67
56
45 42 44 44
64
55
0
10
20
30
40
50
60
70P
erce
ntag
es
Asian Black Hispanic White
Advantaged Disadvantaged
I read almost everyday at home. (“Yes,” instead of “Maybe” or “No.”) (Grades 1-6)
Source: Calculations by Ron Ferguson, using Tripod Project data for 1st to 6th graders collected spring 2005 & ‘06 from 45 elementary schools in NJ, CT, OH, NM, IA, MA, MI and CA. “Advantaged” students have (by our definition) at least one computer in the home AND are not from single parent households; others are labeled “Disadvantaged.” Advantaged: Asian, N=688; Black, N=1360; Hispanic, N=567; White, N=2650. Disadvantaged: Asian, N=103; Black=944; Hispanic=285; White=337.
01020304050607080
Grade1 Grade 2 Grade 3 Grade 4 Grade 5
White males White Females
Percentages who agree, “I read almost everyday at home.”(“Yes,” instead of “Maybe” or “No.”) (Grades 1-6)
Source: Calculations by Ron Ferguson, using Tripod Project data for 1st to 6th graders collected spring 2005 & ‘06 from 45 elementary schools in NJ, CT, OH, NM, IA, MA, MI and CA. “Advantaged” students have (by our definition) at least one computer in the home AND are not from single parent households; others are labeled “Disadvantaged.” Advantaged: Asian, N=688; Black, N=1360; Hispanic, N=567; White, N=2650. Disadvantaged: Asian, N=103; Black=944; Hispanic=285; White=337.
01020304050607080
Grade1 Grade 2 Grade 3 Grade 4 Grade 5
Black Males Black Females
Percentages who agree, “I read almost everyday at home.”(“Yes,” instead of “Maybe” or “No.”) (Grades 1-6)
Source: Calculations by Ron Ferguson, using Tripod Project data for 1st to 6th graders collected spring 2005 & ‘06 from 45 elementary schools in NJ, CT, OH, NM, IA, MA, MI and CA. “Advantaged” students have (by our definition) at least one computer in the home AND are not from single parent households; others are labeled “Disadvantaged.” Advantaged: Asian, N=688; Black, N=1360; Hispanic, N=567; White, N=2650. Disadvantaged: Asian, N=103; Black=944; Hispanic=285; White=337.
01020304050607080
Grade1 Grade 2 Grade 3 Grade 4 Grade 5
Hispanic Males Hispanic Females
Percentages who agree, “I read almost everyday at home.”(“Yes,” instead of “Maybe” or “No.”) (Grades 1-6)
Source: Calculations by Ron Ferguson, using Tripod Project data for 1st to 6th graders collected spring 2005 & ‘06 from 45 elementary schools in NJ, CT, OH, NM, IA, MA, MI and CA. “Advantaged” students have (by our definition) at least one computer in the home AND are not from single parent households; others are labeled “Disadvantaged.” Advantaged: Asian, N=688; Black, N=1360; Hispanic, N=567; White, N=2650. Disadvantaged: Asian, N=103; Black=944; Hispanic=285; White=337.
0
10
20
30
40
50
60
70
80
90
100
12 orFewer
13 to 15 16 ormore
12 orFewer
13 to 15 16 ormore
Mother’s Years of Schooling
Source: Presenter’s calculations using the Early Childhood Longitudinal Study, a US Dept of Education national survey.
Within-race median parental responses in 1998 to: How many children’s books does your [kindergarten] child have in your home
now, including library books? By mother’s years of schooling.Blacks Whites
13
18
29
33
22
27
12
19
0
5
10
15
20
25
30
35P
erce
ntag
es
Asian Black Hispanic White
Advantaged Disadvantaged
At home, I watch television more than I do anything else. (“Yes,” instead of “Maybe” or “No.”) (Grades 1-6)
Source: Calculations by Ron Ferguson, using Tripod Project data for 1st to 6th graders collected spring 2005 & ‘06 from 45 elementary schools in NJ, CT, OH, NM, IA, MA, MI and CA. “Advantaged” students have (by our definition) at least one computer in the home AND are not from single parent households; others are labeled “Disadvantaged.” Advantaged: Asian, N=687; Black, N=1355; Hispanic, N=566; White, N=2652. Disadvantaged: Asian, N=104; Black=936; Hispanic=280; White=335.
0
10
20
30
40
50
60
Grade1 Grade 2 Grade 3 Grade 4 Grade 5
No Computer One Computer More than One
Percentages who agree, “At home, I watch TV more than I do anything else.” White students, by number of computers at home. (“Yes,” instead of “Maybe” or “No.”) (Grades 1-5)
Source: Calculations by Ron Ferguson, using Tripod Project data for 1st to 6th graders collected spring 2005 & ‘06 from 45 elementary schools in NJ, CT, OH, NM, IA, MA, MI and CA. “Advantaged” students have (by our definition) at least one computer in the home AND are not from single parent households; others are labeled “Disadvantaged.” Advantaged: Asian, N=688; Black, N=1360; Hispanic, N=567; White, N=2650. Disadvantaged: Asian, N=103; Black=944; Hispanic=285; White=337.
0
10
20
30
40
50
60
Grade1 Grade 2 Grade 3 Grade 4 Grade 5
No Computer One Computer More than One
Percentages who agree, “At home, I watch TV more than I do anything else.” Black students, by number of computers at home. (“Yes,” instead of “Maybe” or “No.”) (Grades 1-5)
Source: Calculations by Ron Ferguson, using Tripod Project data for 1st to 6th graders collected spring 2005 & ‘06 from 45 elementary schools in NJ, CT, OH, NM, IA, MA, MI and CA. “Advantaged” students have (by our definition) at least one computer in the home AND are not from single parent households; others are labeled “Disadvantaged.” Advantaged: Asian, N=688; Black, N=1360; Hispanic, N=567; White, N=2650. Disadvantaged: Asian, N=103; Black=944; Hispanic=285; White=337.
0
10
20
30
40
50
60
Grade1 Grade 2 Grade 3 Grade 4 Grade 5
No Computer One Computer More than One
Percentages who agree, “At home, I watch TV more than I do anything else.” Hispanic students, by number of computers at home. (“Yes,” instead of “Maybe” or “No.”) (Grades 1-5)
Source: Calculations by Ron Ferguson, using Tripod Project data for 1st to 6th graders collected spring 2005 & ‘06 from 45 elementary schools in NJ, CT, OH, NM, IA, MA, MI and CA. “Advantaged” students have (by our definition) at least one computer in the home AND are not from single parent households; others are labeled “Disadvantaged.” Advantaged: Asian, N=688; Black, N=1360; Hispanic, N=567; White, N=2650. Disadvantaged: Asian, N=103; Black=944; Hispanic=285; White=337.
39
30 30
17
37
14
2319
0
5
10
15
20
25
30
35
40P
erce
ntag
es
Asian Black Hispanic White
Advantaged Disadvantaged
Percentages with computers in their bedrooms. (Grades 1-6)
Source: Calculations by Ron Ferguson, using Tripod Project data for 1st to 6th graders collected spring 2005 & ‘06 from 45 elementary schools in NJ, CT, OH, NM, IA, MA, MI and MO. “Advantaged” students have (by our definition) at least one computer in the home AND are not from single parent households; others are labeled “Disadvantaged.” Advantaged: Asian, N=690; Black, N=1362; Hispanic, N=568; White, N=2649. Disadvantaged: Asian, N=103; Black=939; Hispanic=286; White=339.
31
42
82 8377 78
33
51
0102030405060708090
Per
cent
ages
Asian Black Hispanic White
Advantaged Disadvantaged
Percentages with televisions in their bedrooms. (Grades 1-6)
Source: Calculations by Ron Ferguson, using Tripod Project data for 1st to 6th graders collected spring 2005 & ‘06 from 45 elementary schools in NJ, CT, OH, NM, IA, MA, MI and CA. “Advantaged” students have (by our definition) at least one computer in the home AND are not from single parent households; others are labeled “Disadvantaged.” Advantaged: Asian, N=693; Black, N=1364; Hispanic, N=570; White, N=2654. Disadvantaged: Asian, N=105; Black=937; Hispanic=285; White=336.
1316
33 34
2124 23
30
0
5
10
15
20
25
30
35P
erce
ntag
es
Asian Black Hispanic White
Advantaged Disadvantaged
On many days, I get very sleepy at school. (“Yes,” instead of “Maybe” or “No.”) (Grades 1-6)
Source: Calculations by Ron Ferguson, using Tripod Project data for 1st to 6th graders collected spring 2005 & ‘06 from 45 elementary schools in NJ, CT, OH, NM, IA, MA, MI and CA. “Advantaged” students have (by our definition) at least one computer in the home AND are not from single parent households; others are labeled “Disadvantaged.” Advantaged: Asian, N=683; Black, N=1341; Hispanic, N=557; White, N=2631. Disadvantaged: Asian, N=103; Black=933; Hispanic=280; White=335.
2124
4045
3338
24
33
05
1015202530354045
Per
cent
ages
Asian Black Hispanic White
Advantaged Disadvantaged
Sometimes my teacher says that I don’tpay attention like I should.
(“Yes,” instead of “Maybe” or “No.”) (Grades 1-6)
Source: Calculations by Ron Ferguson, using Tripod Project data for 1st to 6th graders collected spring 2005 & ‘06 from 45 elementary schools in NJ, CT, OH, NM, IA, MA, MI and CA. “Advantaged” students have (by our definition) at least one computer in the home AND are not from single parent households; others are labeled “Disadvantaged.” Advantaged: Asian, N=681; Black, N=1342; Hispanic, N=560; White, N=2619. Disadvantaged: Asian, N=103; Black=933; Hispanic=278; White=329.
22
30
44
51
3236
2329
0
10
20
30
40
50
60P
erce
ntag
es
Asian Black Hispanic White
Advantaged Disadvantaged
Sometimes I get into trouble at school. (“Yes,” instead of “Maybe” or “No.”) (Grades 1-6)
Source: Calculations by Ron Ferguson, using Tripod Project data for 1st to 6th graders collected spring 2005 & ‘06 from 45 elementary schools in NJ, CT, OH, NM, IA, MA, MI and CA. “Advantaged” students have (by our definition) at least one computer in the home AND are not from single parent households; others are labeled “Disadvantaged.” Advantaged: Asian, N=687; Black, N=1363; Hispanic, N=568; White, N=2642. Disadvantaged: Asian, N=105; Black=941; Hispanic=287; White=344.
6258
6257
61 6370
61
0
10
20
30
40
50
60
70P
erce
ntag
es
Asian Black Hispanic White
Advantaged Disadvantaged
I have done my best quality work in schoolall year long.
(“Yes,” instead of “Maybe” or “No.”) (Grades 1-6)
Source: Calculations by Ron Ferguson, using Tripod Project data for 1st to 6th graders collected spring 2005 & ‘06 from 45 elementary schools in NJ, CT, OH, NM, IA, MA, MI and CA. “Advantaged” students have (by our definition) at least one computer in the home AND are not from single parent households; others are labeled “Disadvantaged.” Advantaged: Asian, N=681; Black, N=1344; Hispanic, N=561; White, N=2625. Disadvantaged: Asian, N=101; Black=930; Hispanic=279; White=332.
53 53
6672 72 74
4857
0
10
20
30
40
50
60
70
80P
erce
ntag
es
Asian Black Hispanic White
Advantaged Disadvantaged
When I work hard,it is because my teacher tells me I can do well.
(“Yes,” instead of “Maybe” or “No.”) (Grades 1-6)
Source: Calculations by Ron Ferguson, using Tripod Project data for 1st to 6th graders collected spring 2005 & ‘06 from 45 elementary schools in NJ, CT, OH, NM, IA, MA, MI and CA. “Advantaged” students have (by our definition) at least one computer in the home AND are not from single parent households; others are labeled “Disadvantaged.” Advantaged: Asian, N=679; Black, N=1352; Hispanic, N=566; White, N=2629. Disadvantaged: Asian, N=103; Black=934; Hispanic=284; White=334.
54
6468 70
6573
4655
0
10
20
30
40
50
60
70
80P
erce
ntag
es
Asian Black Hispanic White
Advantaged Disadvantaged
When I work hard,it is because my parents tell me I can do well.
(“Yes,” instead of “Maybe” or “No.”) (Grades 1-6)
Source: Calculations by Ron Ferguson, using Tripod Project data for 1st to 6th graders collected spring 2005 & ‘06 from 45 elementary schools in NJ, CT, OH, NM, IA, MA, MI and CA. “Advantaged” students have (by our definition) at least one computer in the home AND are not from single parent households; others are labeled “Disadvantaged.” Advantaged: Asian, N=682; Black, N=1343; Hispanic, N=561; White, N=2614. Disadvantaged: Asian, N=103; Black=930; Hispanic=282; White=331.
23
3330 30
23
30
16
28
0
5
10
15
20
25
30
35P
erce
ntag
es
Asian Black Hispanic White
Advantaged Disadvantaged
When I work hard,it is because my teacher makes me do it.
(“Yes,” instead of “Maybe” or “No.”) (Grades 1-6)
Source: Calculations by Ron Ferguson, using Tripod Project data for 1st to 6th graders collected spring 2005 & ‘06 from 45 elementary schools in NJ, CT, OH, NM, IA, MA, MI and CA. “Advantaged” students have (by our definition) at least one computer in the home AND are not from single parent households; others are labeled “Disadvantaged.” Advantaged: Asian, N=675; Black, N=1346; Hispanic, N=565; White, N=2637. Disadvantaged: Asian, N=104; Black=934; Hispanic=278; White=337.
29
3733
37
28
34
16
23
0
5
10
15
20
25
30
35
40P
erce
ntag
es
Asian Black Hispanic White
Advantaged Disadvantaged
When I work hard,it is because my parents make me do it.
(“Yes,” instead of “Maybe” or “No.”) (Grades 1-6)
Source: Calculations by Ron Ferguson, using Tripod Project data for 1st to 6th graders collected spring 2005 & ‘06 from 45 elementary schools in NJ, CT, OH, NM, IA, MA, MI and CA. “Advantaged” students have (by our definition) at least one computer in the home AND are not from single parent households; others are labeled “Disadvantaged.” Advantaged: Asian, N=680; Black, N=1345; Hispanic, N=562; White, N=2620. Disadvantaged: Asian, N=104; Black=930; Hispanic=281; White=333.
Racial differences in Parenting Styles, re:
Warmth/Responsiveness/NurturanceCognitive stimulationOutings with parents
Time with motherParental monitoring
Strictness/DemandingnessLimited say in rules
No arguing about rulesParental involvement/rules re schoolwork
Limited adolescent decision making
-0.5
-0.4
-0.3
-0.2
-0.1
0
0.1
0.2
0.3
0.4
Warm &Strict
Strict Warm Neither
Black Hispanic White
Reading ScoresNational Longitudinal Survey of Youth, by Parenting Style
From work by Jelani Mandara, Northwestern University.
Percentages in each categoryNational Longitudinal Survey of Youth, by Parenting Style
From work by Jelani Mandara, Northwestern University.
Race Strict & Warm
Strict Warm Neither Row
Total
Black 10% 37% 14% 39% 100%
Hispanic 19% 24% 26% 31% 100%
White 45% 17% 29% 10% 100%
Peers
Black and Hispanic students who get the highest grades may suffer a popularity penalty, with fewer peers listing them as friends.
There is some evidence that the popularity penalty may be associated more with the ”racial authenticity” of personal styles among some high achievers (speech styles, music preferences, trusting attitudes) than with their achievement levels or aspirations, per se.
There is opposition to hard work and “nerdy” behavior even among white students and racial differences in this domain appear to be minimal.
67 7
5
1211
14
8
34 35 34
31
35
28 28
37
13
19
1719
05
1015
2025
3035
4045
Never Usually Not Sometimes Usually Always
White Black Hisp Asian
“My friends think it’s important to work hard to get high grades.”Males, percentages giving each response, 117 secondary schools across 15 states.
Source: Tripod Project surveys of secondary school students. N: Schools=117; Students: White=10184; Black=4114; Hispanic=3871; Asian= 1258. States: AZ, CA, CT, IA, IL, MA, MI, MO, NJ, NM, NY, OH, OR, VA, WI
3
64
2
79
10
6
27
31 31
25
41
3031
42
21
2423
26
05
1015
2025
3035
4045
Never Usually Not Sometimes Usually Always
White Black Hisp Asian
“My friends think it’s important to work hard to get high grades.”Females, percentages giving each response, 117 secondary schools across 15 states.
Source: Tripod Project surveys of secondary school students. N: Schools=117; Students: White=10229; Black=4534; Hispanic=4205; Asian=1244. States: AZ, CA, CT, IA, IL, MA, MI, MO, NJ, NM, NY, OH, OR, VA, WI.
White=10229; Black=4534; Hispanic=4205; Asian=1244
White=10229; Black=4534; Hispanic=4205; Asian=1244
-0.4
-0.3
-0.2
-0.1
0
0.1
0.2
0.3
0.4
0.5
D-Range C-Range B-Range A-Range
Never or usually not accused
Sometimes, usually or always accused
Combined
Levels of agreement among black high school students with the statement, “I feel out of place in this class, like I don’t really fit in.” Lines distinguish students for whom people like themselves are “never or usually not accused” of acting white versus “sometimes, usually or always” accused. (z-values)
-0.4-0.3-0.2-0.1
00.10.20.30.40.50.6
D-Range C-Range B-Range A-Range
Never or usually not accused
Sometimes, usually or always accused
Combined
Levels of agreement among Hispanic high school students with the statement, “I feel out of place in this class, like I don’t really fit in.” Lines show distinguish students for whom people like themselves are “never or usually not accused” of acting white versus “sometimes, usually or always” accused. (z-values)
-0.4
-0.2
0
0.2
0.4
0.6
0.8
D-Range C-Range B-Range A-Range
Never or usually not accused
Sometimes, usually or always accused
Combined
Levels of agreement among white high school students with the statement, “I feel out of place in this class, like I don’t really fit in.” Lines show distinguish students for whom people like themselves are “never or usually not accused” of acting white versus “sometimes, usually or always” accused. (z-values)
-0.6
-0.4
-0.2
0
0.2
0.4
0.6
0.8
D-Range C-Range B-Range A-Range
Males, seldom accused Males, sometimes accusedFemales, seldom accused Females, sometimes accused
Levels of agreement among black male and female high school students with the statement, “I feel out of place in this class, like I don’t really fit in.” Lines distinguish students for whom people like themselves are “never or usually not accused” of acting white versus “sometimes, usually or always” accused. (z-values)
Chats on Computer
10%
Trusts Peers, Even if
Strangers23%
Leisure Reading5%
Has Other-Race Friends
4%
GPA (not signif.)
2%Speaks Proper
English6%
Listens to Rock Music50%
Considering all black high school students, why some respond that people like themselves “usually” or “always” get accused of acting white, while others say “usually not” or “never.” Percentages attributable to each listed factor.
52%
29%
25%
12%
18%
10%
21%
11%
0
0.1
0.2
0.3
0.4
0.5
0.6
D C B A
Grade Point Average
Students NOT responding "never." Students who responded "never."
Percentages of black female high school students agreeing that it is at least somewhat true that, "I sometimes hold back from doing my best in this class, because of what others might say or think." Shown by GPA and by whether students responded "never" to the statement, "At this school, students like me get accused of acting white."
47%
20%
37%
23%
28%
16%
47%
18%
0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
0.4
0.45
0.5
D C B A
Grade Point Average
Students NOT responding "never." Students who responded "never."
Percentages of black male high school students agreeing that it is at least somewhat true that, "I sometimes hold back from doing my best in this class, because of what others might say or think." Shown by GPA and by whether students responded "never" to the statement, "At this school, students like me get accused of acting white."
0
5
10
15
20
25
30
35
40
9 12 14 16 18 9 12 14 16 18
Male Female
Blacks Whites
Male Female
Mother’s Years of Schooling
Percent responding, “somewhat true,” “mostly true,” or “totally true,” that, “My behavior is a problem for the teacher in this class.”
0
10
20
30
40
50
60
70
1 2 3 4 5
Grade
<25% White & Asian 25-50% White & Asian >50% White & Asian
Exhibit 2: The percentage who agree: "Some classmates tease kids who make mistakes," for three classroom racial mixes and five grade levels. (n=15344 elementary students, fall semester 2003.)
05
1015202530354045
6 7 8 9 10 11 12
LT 25% White 25-49% White Majority White
Percentages responding “Somewhat,” “Mostly,” or “Totally True,” that, “Students in this class tease people who get wrong answers.” By grade and classroom racial composition. (N=65,051)
Class to Class Variation in the Quality of
Instruction
RESEARCH-INSPIRED TIPS FOR HIGH-ACHIEVEMENT PARENTING
1. Promote daily leisure reading at home.2. Try to ensure that your child gets enough sleep not to be
sleepy at school. Consult local experts about how much sleep a child needs at your child’s age.
3. Make sure your child eats a nutritious breakfast.4. Express warmth regularly. This means (for example):
a. Spend time togetherb. Listen carefully to what your child has to sayc. Respond thoughtfully and sensitively to what they sayd. Hug your childe. Tell them you are proud that they are good peoplef. Tell them you are proud when they try to do their bestg. Tell them that you love themh. Allow the child to help set rules, when appropriate
5. Balance warmth (#4, above) with structure and demandingness. This means have clear and firm rules about (for example):
a. Doing homework (and seeking help when needed)
b. Television watching (not “all the time”)
c. Friends (children who respect your values)
d. Time to be home
e. Chores and responsibilities
f. Treatment of siblings
g. Respect for adults
h. Bedtime on school nights (early enough to avoid being sleepy in school)
6. Discuss reading materials with children in ways that encourage them to enjoy learning
7. During bedtime reading, ask both easy (build confidence) and more difficult (but not stressful) questions about the story (the more difficult questions help with comprehension). Do it lovingly.
8. Have a variety of reading materials for children, especially materials that are related to your child’s special interests. (For younger children, the variety is important because it is difficult to have thoughtful bedtime discussions over and over about the same story. There need to be new stories that raise new questions.)
9. Try constantly to reinforce the idea that learning can be enjoyable/fun/stimulating/fascinating.
10. Don’t overemphasize getting things correct; emphasize effort and comprehension instead.
11. Seek opportunities at home to discuss and apply what your child is learning at school. For example, having them help with cooking and recipes is a good way to reinforce elementary school math lessons (adding, multiplying, fractions, dividing). Discussion of current events in the newspaper may connect to what your child is doing in social studies. Ask teachers for ideas that you can use in connecting home life to school life.
12. Actively seek out-of-school time opportunities for:a. Tutoring and reinforcing school lessonsb. Extra-curricular opportunities with freedom to
explore and be creativec. Extra-curricular opportunities to develop special
talents
13. Know your child’s close friends and try to know their parents.
14. When it seems necessary, be a role model and caring adult for your child’s friends.
15. Encourage your child to think about his or her future and to set goals. Help your children develop the habit of planning for both near-term and longer-term goals.
16. Try to limit television watching by substituting other constructive and interesting activities.
17. Build up you child’s sense of being a valued person. Avoid using negative nicknames such as “dummy” or “knucklehead” or “lazybones” or “good-for-nothing.” Instead, use names like “sweetheart” or “honey” or “my bright boy” or “love of my life.”
18. Try to end every reprimand with a positive statement that lets your child know you have separated your disappointment about their behavior from your pride about what a good person they really are.
Class to class variationIn the quality of instruction
0
10
20
30
40
50
60
70
80
90
100
Teachers Use Multiple ExplanationsEach vertical bar is percentage agreement in an individual classroom
Measured by:If you don’t understand something, my teacher explains it another way.My teacher has several good ways to explain each topic that we cover.
School A School B School C
0
10
20
30
40
50
60
70
80
90
100
Teachers Use Multiple ExplanationsEach vertical bar is percentage agreement in an individual classroom
Measured by:My teacher has several good ways to explain each topic that we cover.
Sch A (MSAN) Sch C (MSAN)Sch B (MSAN)
0
10
20
30
40
50
60
70
80
90
0 0.02 0.05 0.06 0.06 0.07 0.08 0.15 0.19 0.23 0.3 0.31 0.33 0.37 0.43 0.44 0.5 0.54 0.55 0.57 0.59 0.61 0.64 0.66 0.68
Whites Blacks Hispanics
Percentages of Whites, Blacks and Hispanics responding “mostly true” or “totally true” to the statement, “My teacher in this class makes me feel that he or she really cares about me.” The X-axis is the percentage white students in the school.
0
10
20
30
40
50
60
0.02
0.04
0.05
0.06
0.06
0.07
0.07
0.09 0.
20.
230.
250.
310.
330.
330.
370.
430.
44 0.5
0.54
0.55
0.57
0.58 0.
60.
610.
640.
650.
660.
680.
69
Whites Blacks Hispanics
Percentages of Whites, Blacks and Hispanics who did not respond “never” to the statement, “Because of race, some teachers think I’m less smart than I am.” The X-axis is the percentage white students in the school.
-0.3-0.2-0.1
00.10.20.30.40.50.60.7
0.01
0.02
0.04
0.05
0.06
0.06
0.07
0.07
0.07
0.09
0.15
0.17 0.
20.
230.
250.
310.
310.
330.
330.
370.
380.
430.
44 0.5
0.51
0.54
0.55
0.56
0.57
0.59 0.
60.
610.
610.
640.
660.
670.
680.
69
Whites Blacks Hispanics
Agreement (std. units) by Whites, Blacks and Hispanics with the statement, “Sometimes in this class, I worry about not looking smart.” The X-axis is the percentage white students in the school.
Toward Excellence with Equity: An Emerging Vision for Closing the Achievement Gap
Ronald F. Ferguson(Harvard Education Press, Dec. 2007)
From a comment in the publication Education Next, Summer 2008:
Ferguson ranges well beyond schools into economic factors teacher attitudes, parenting practices, cultural constructs, community views, and some interventions (such as his own “Tripod Project”) designed to narrow the achievement gap. The volume provides an illuminating and alarming tour of today’s racial gaps (white-black, mainly, but also white-Hispanic) and the many factors that feed them. Along with revealing data, perceptive analysis, and welcome candor, however, comes a certain skittishness in sensitive areas such as African American parenting practices, a bit of folly (encouragement of dialect and street language in English class), and some sky-pie about “collective action” and national leadership to solve problems for which there are no easy solutions.
Goals of the Movement:
Youth cultures that more consistently support behaviors consistent with academic learning and the pursuit of excellence;
Parenting that nurtures intellectual growth and balances warmth and responsiveness with structure and demandingness;
Teaching that engages and challenges students to achieve at higher levels;
Community supports to supplement parents and teachers;
Leadership to organize, guide and motivate others in a 21st Century Social Movement for Excellence with Equity.
Urgency AND Possibility.
Which part of our vision is the “sky pie”?
Strategic Components of a Data Rich, Aligned, Coherent, Ambitiously Goal-Oriented Movement for Excellence with Equity in [A Particular School District]
(Boxes under each strategy are aligned with one another for coherence and, where appropriate, linked to other strategies.)
Strategy 1,Instruction:
A. Ambitious Goals B. Quality Curr. &MaterialsC. DifferentiationD. Assessment for Learning E. Thematic Focus
Strategy 2,Climate:A. Improve BehaviorsB. Respect DiversityC. Be Culturally CompetentD. Incorporate Newcomers
Strategy 3,Parental:A. School InvolvementB. Home-based PracticesC. Supplemental Supports(e.g., out-of-school time programming)
Strategy 4,Technology:A. . . .B. . . .
Strategy 5,Leadership:A. District (Bd., Supt, Union)B. School (Adults)C. School (Students)D. ClassroomE. Community
Key ActionSteps:
Beliefs andNorms:
OrganizationalStructures:
Capacities For Implementation:
Stakeholders And Participants:
Key ActionSteps:
Beliefs andNorms:
OrganizationalStructures:
Capacities For Implementation:
Stakeholders And Participants:
Key ActionSteps:
Beliefs andNorms:
OrganizationalStructures:
Capacities For Implementation:
Stakeholders And Participants:
Key ActionSteps:
Beliefs andNorms:
OrganizationalStructures:
Capacities For Implementation:
Stakeholders And Participants:
AccountabilityMechanisms
AccountabilityMechanisms
AccountabilityMechanisms
AccountabilityMechanisms
Key ActionSteps:
Beliefs andNorms:
OrganizationalStructures, including“named programs”
Capacities For Implementation:
Stakeholders And Participants:
AccountabilityMechanisms
Ronald F. Ferguson, Harvard Univ.