Closing the Achievement Gap for Students of Poverty & Color Tammy Clementi, PhD Director of Academic...

Closing the Achievement Gap for Students of Poverty & Color

Tammy Clementi, PhD

Director of Academic Planning/HMH ISG

What we know….

The US is reaching a tipping point in racial and ethnic diversityIn 2012, the majority of children in the

US born under the age of 2 were children of color in 10 states;

By 2019, the majority of all children in the US are expected to be children of color.

2014 State of America’s Children Report

What we know….Child poverty has reached record levels:

1 in 5 children were categorized “poor” in 2012;

Over 40% of poor children lived in extreme poverty (family of four = $979 a month);

The youngest children (under age five) were of the poorest group.

North Carolina US Ranking:• 41st in poor students;• 38th in extreme poverty.


What we know….Children of color are disproportionately poor:

1 in 3 children of color were poor;Black children were the poorest (39.6%)

followed by American Indian/Native Alaskan (36.8%) and Hispanic (33.7%);

The largest group of poor children were Hispanic followed by White and then Black.


Each day in America:White53%

Black14%

Hispanic24%

Children arrested for violent crime 88 95 *

Children arrested fro drug crimes 303 95 *

Babies are born in extreme poverty 345 310 595

Babies are born into poverty 737 597 595

High School drop outs 1066 763 834

Children are arrested 2645 1274 *

Are suspended from public schools 5233 6191 3453

* Data not available 2014 State of America’s Children Report

Moments in America:White53%Every

Black14%Every

Hispanic24%Every

Suspensions 5 sec. 4 sec. 7 sec.

Drop Outs 24 sec. 33 sec. 30 sec.

Arrested 33 sec. 68 sec. -

Arrested for drug offense 5 min. 15 min. -

Arrested for violent offense 16 min. 15 min. -

Killed by guns 10 hours 7 hours 17 hours

Corporally punished in school 1 min. 75 sec. 7.5 min.


How does this impact public education?Our nation’s schools are failing to prepare

millions of children in greater need:Nearly 60 percent of 4th and 8th grade

students could not read on grade level;more than 80 percent of Black students

could not read on grade level;almost 75 percent of Hispanic students

could not read on grade level (2013).


What is the societal impact of failing to teach our students to read..

85% of all juveniles

who interface with

the juvenile court

system are illiterate.

National

Institute for

Literacy

Over 70% of inmates in America’s prisons

cannot read above the 4 th grade level.National Institute

for Literacy

“The link between academic failure and delinquency, violence, and crime is welded to reading failure." Department of Justice

When states project how many prison beds they will need, it factors in the number of students who read well in 4th grade.Literacy Statistics

What we heard…• I was ashamed in school because I couldn’t

read.

• Don’t let them forward you on (to the next grade level) when you aren’t ready.

• I did not learn to read until I came to prison.

• Need to start focusing on the younger kids and teaching them to read.

• Kids need to read more.

• Everything I learned, I learned in prison.

• I went from 3rd grade reading level to 12th grade reading level in one year with Ms. Lewing.

This is why states across this country are pushing for stronger accountability in teaching our students to read by third grade.

Reading Challenge

All Students

Econ Dis

African American

White

SWD

Hispanic

LEP

Asian

American Indian

Percent of State of North Carolina Students Reading Below Proficient on End of Grade Read-

ing and English II Assessments in 2015

All Students

Econ Dis

African American

White

SWD

Hispanic

LEP

Asian

American Indian

0 100,000 200,000 300,000 400,000

Number of State of North Carolina Students Reading Below Proficient on End of Grade Read-

ing and English II Assessment in 2015

Reading Challenge

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

English II

0% 5% 10%15%20%25%30%35%40%45%50%

Percent of State of North Carolina Students Reading Below Proficient on End of Grade Reading

and English II Assessments in 2015

% Level 1% Level 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

English II

0 10,00020,00030,00040,00050,00060,000

Number of State of North Carolina Students Reading Below Proficient on End of Grade Read-

ing and English II Assessment in 2015

Total = 350,635 Students

# Level 1# Level 2

Estimated Tiered Intervention Metrics

Core is the total number of students performing at Proficient, Tier III 15%, Tier II 85%

State Grade Level

Total Number of Students

Tested

Total Percent of Students at

Level 1


Level 2


Below Proficient

Total Number of Students at

Level 1


Level 2


Below Proficient

Estimated Number of Tier

III Students


II Students

Estimated Number of

Core StudentsGrade 3 117,600 22% 19% 41% 25,872 22,344 48,216 7,232 40,984 69,384Grade 4 115,082 23% 18% 41% 26,469 20,715 47,184 7,078 40,106 67,898Grade 5 107,723 25% 22% 47% 26,931 23,699 50,630 7,594 43,035 57,093Grade 6 115,665 19% 24% 43% 21,976 27,760 49,736 7,460 42,276 65,929Grade 7 115,813 19% 25% 44% 22,004 28,953 50,958 7,644 43,314 64,855Grade 8 118,084 22% 25% 47% 25,978 29,521 55,499 8,325 47,175 62,585English II 118,080 20% 21% 41% 23,616 24,797 48,413 7,262 41,151 69,667TOTAL 808,047 21% 22% 43% 172,847 177,788 350,635 52,595 298,040 457,412

Math Challenge

All Students

Econ Dis

African American

White

SWD

Hispanic

LEP

American Indian

Asian

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Percent of State of North Carolina Students Performing Below Proficient on End of Grade

Math and Math I Assessments in 2015

All Students

Econ Dis

African American

White

SWD

Hispanic

LEP

American Indian

Asian

0 100,000 200,000 300,000 400,000 500,000

Number of State of North Carolina Students Performing Below Proficient on End of Grade

Math and Math I Assessment in 2015

Math Challenge

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Math I

0% 10% 20% 30% 40% 50% 60%

Percent of State of North Carolina Students Performing Below Proficient on End of Grade


% Level 1% Level 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Math I

0 20,000 40,000 60,000 80,000

Number of State of North Carolina Students Performing Below Proficient on End of Grade


Total = 389,746 Students

# Level 1# Level 2

Estimated Tiered Intervention Metrics

Core is the total number of students performing at Proficient, Tier III 30%, Tier II 70%

State Grade Level

Total Number of Students

Tested


Level 1


Level 2


Below Proficient


Level 1


Level 2


Below Proficient


III Students


II Students

Estimated Number of

Core StudentsGrade 3 117,644 16% 22% 38.0% 18,823 25,882 44,705 13,411 31,293 72,939Grade 4 115,113 21% 23% 44.0% 24,174 26,476 50,650 15,195 35,455 64,463Grade 5 107,764 20% 23% 43.0% 21,553 24,786 46,339 13,902 32,437 61,425Grade 6 115,682 30% 21% 51.0% 34,705 24,293 58,998 17,699 41,298 56,684Grade 7 115,828 32% 21% 53.0% 37,065 24,324 61,389 18,417 42,972 54,439Grade 8 118,082 30% 26% 56.0% 35,425 30,701 66,126 19,838 46,288 51,956Math I 153,852 25% 15% 40.0% 38,463 23,078 61,541 18,462 43,079 92,311TOTAL 843,965 25% 22% 46% 210,207 179,540 389,746 116,924 272,822 454,219

Ask:

Do we have a compelling reason to change?

If we don’t….we won’t.

What is the root cause for lack of reading and math achievement in your building(s)? (5 whys)

Discuss at your table.

20

What do we know about the schools who are beating the odds?

Will, Focus, Execution!

21

They start with an uncompromising will!!!

Do we have the will and perseverance to do what we know works?

They have a belief system that all students, regardless of socio-economic status and color can attain reading proficiency and math proficiency.

Whether you think you can or can’t, you’re right!

Classroom Teachers

23

Scholastic Inc.

4th GradeWhether you think you can or can’t, you’re right!

Vocabulary=3 year growthReading level=4 year growth

24

5th Grade


Reading level=6 year growth in two years!

25

Building Level

Administrators40

45

50

55

60

65

70

75

80

85

90

95

100

2003 2004 2005 2006

%ag

e o

f Pro

ficie

nt &

Ad

van

ced

6th Reading

7th Reading

8th Reading

6th Writing

7th Writing

8th Writing

6th Math

7th Math

8th Math

8th Science

2003 2004 2005 20066th Reading 64 63 75 697th Reading 61 62 64 628th Reading 63 62 72 736th Writing 59 56 64 617th Writing 62 62 61 608th Writing 56 51 69 646th Math 52 52 63 677th Math 45 46 53 498th Math 50 42 56 618th Science 58 52 64 60

We looked at EVERY student/EVERY classroom!

An increase of 93%ile points to proficient

and advanced in 1 year!

District Level Administrators


2011 20120

102030405060708090

100

34

54

Percentage of Schools in Performance Category

Performance Cat-egory

DISTRICT OF 40,000+

Debunk the theory that change takes time!

We had a continual pulse on EVERY building and providing on-going support (prioritized our support based on need).

District Level Administrators


2011 20130

102030405060708090

100

35

15

Percentage of Schools in the Priority Improvement and Turnaround Category

Priority Imp. & Turnaround

DISTRICT OF 40,000+

Action is the foundational key to all success. Pablo Picasso

1. Prepared teachers:• Knowledgeable and competent in teaching reading;

2. Aligned supports and tools:• Support:

• Professional learning – moral obligation to prepare our teacher troops with instructional strategies/ pedagogy aligned to next generation ELA standards;

• Embedded coaching support to maximize instructional expertise (first instruction and intervention teachers);

• Tools:• Programs (core & intervention) are research proven, aligned to next generation, rigorous, accelerate

learning;• Utilization of assessment data (an assessment tool to progress monitor growth) to ensure there is a

continual pulse on the current reading academic realities of all students with swift change in course when students are not on target to meet the identified achievement goal.

3. Continuous improvement system-Execute a course of action and measure progress at frequent intervals, COURSE CORRECT when not on target to hit the goal.

=

Guaranteed Results

What will you commit to in order to close the gap and accelerate reading and math achievement for all students?

We care!Stan MozingoAccount ExecutiveIntervention Solutions Group Houghton Mifflin [email protected] |919.709.8115

Tammy Clementi, PhDDirector of Academic PlanningIntervention Solutions Group Houghton Mifflin [email protected] |720.460.6602

mailto:[email protected]

mailto:[email protected]

Closing the Achievement Gap for Students of Poverty & Color Tammy Clementi, PhD Director of Academic...

Documents

Transcript of Closing the Achievement Gap for Students of Poverty & Color Tammy Clementi, PhD Director of Academic...