Strategies to Engage the Community in Addressing the Achievement Gap

Strategies to Engage the Community in Addressing the

Achievement Gap

Strategies to Engage the Community in Addressing the

Achievement Gap

Norma Gómez, Parent/Family Involvement Coordinator

Tony Brown, Manager, Economic Self Sufficiency

Brian Bonner, Ninth District PTA President

Norma Gómez, Parent/Family Involvement Coordinator

Tony Brown, Manager, Economic Self Sufficiency

Brian Bonner, Ninth District PTA President

Why are we here?Why are we here?

“There are three kinds of commonly recognized untruths: Lies, damn lies and statistics.”

- Mark Twain

“Think about how stupid the average person is; now realize half of them are dumber than that.” - George Carlin

California Statewide Enrollment

Source: http://dq.cde.ca.gov/dataquest

1995-96

N=5,467,224

2000-01

N=6,050,895

2005-06

N=6,312,393

White 40.42% 35.89% 30.34%

Latino 38.74% 43.19% 47.58%

African American 8.76% 8.44% 7.84%

Asian 8.23% 8.00% 8.19%

Pacific Islander 0.57% 0.64% 0.64%

Filipino 2.41% 2.39% 2.62%

American Indian 0.87% 0.86% 0.80%

Other NA 0.58% 1.97%

California’s Ethnic Shift

California Budget Project: Analysis of Finance Department data, November, 2005.

200033,871,648

202038 to 41 million

estimated

White 47.1% 33.7%

Latino 32.6% 43.0%

African American 6.5% 6.7%

Asian 11.0% 12.7%

Other 2.8% 3.9%

Percent of Enrollment

A-G Completion Rate by Ethnicity San Diego County

04-05 Total Grads

04-05

A-G Grads

04-05

A-G Rate

03-04

A-G Rate

02-03

A-G Rate

01-02

A-G Rate

00-01

A-G Rate

African American 2,040 479 23.5% 25.6% 21.4% 21.7% 24.9%

Asian 1,611 947 58.8% 53.6% 55.0% 57.8% 58.5%

Filipino 1,772 898 50.7% 51.3% 45.7% 51.7% 49.9%

Latino 9,719 2,143 22.0% 22.9% 20.1% 21.7% 23.3%

American Indian 227 52 22.9% 20.9% 24.0% 25.4% 25.4%

Pacific Islander 252 70 27.8% 28.0% 21.8% 30.2% 31.2%

White 13,137 6,135 46.7% 45.7% 44.5% 45.5% 46.0%

Total 29,069 10,808 37.2% 37.4% 35.3% 37.3% 38.5%

Advanced Placement Qualifying Rates

LATINOSNATIVE

AMERICANSAFRICAN

AMERICANWHITES

ASIANAMERICAN

100/100Elementary School

Students


Students


Students


Students


Students

54/51Graduate from High

School


School


School


School


School

11/10Graduate from

College

12/11Graduate from

College

15/13Graduate from

College

24/28Graduate from

College

40/48Graduate from

College

4/4Graduate from

Graduate School

4/4Graduate from

Graduate School

5/4Graduate from

Graduate School

8/11Graduate from

Graduate School

13/22Graduate from

Graduate School

0.3/0.4Graduate with

Doctorate


Doctorate


Doctorate


Doctorate


Doctorate

U.S. Educational Pipeline by Race, Ethnicity U.S. Educational Pipeline by Race, Ethnicity and Gender, 2000and Gender, 2000

Note: First/Second number in each box: Female/Male Source: U.S. Bureau of the Census, 2000Note: First/Second number in each box: Female/Male Source: U.S. Bureau of the Census, 2000

U.S. Median Income by Education Level, 2004

Source: National Center for Education Statistics, 2006

SomeCollege

NotHigh SchoolGraduates

High SchoolGraduates Bachelor’s

Master’sDegree

18,874 26,104 30,610 42,087 51,733

California Prison and Civilian Population

Percent by Ethnicity

Source: California Department of Corrections, California Department of Finance

Identified NeedsIdentified Needs

Cultural Competency

Differentiated Instruction

High Expectations/Curriculum Rigor

Community & Parent Involvement

Cultural Competency

Differentiated Instruction

High Expectations/Curriculum Rigor

Community & Parent Involvement

CA Parent StandardsCA Parent Standards

Standard 1 - Parenting

Standard 2 - Communicating

Standard 3 - Volunteering

Standard 4 - Learning at Home

Standard 5 - Governance and Decision Making

Standard 6 - Collaborating with the Community

Standard 1 - Parenting

Standard 2 - Communicating

Standard 3 - Volunteering

Standard 4 - Learning at Home

Standard 5 - Governance and Decision Making

Standard 6 - Collaborating with the Community

ProcessProcess

1. Create an Action Team

2. Examine Current Practice Identify Services Identify Resources

3. Conduct a Needs Assessment Identify Priorities

4. Develop a Plan of Action Who? What? Where? When? Funding Timeline

1. Create an Action Team

2. Examine Current Practice Identify Services Identify Resources

3. Conduct a Needs Assessment Identify Priorities

4. Develop a Plan of Action Who? What? Where? When? Funding Timeline

Process Process 5. Secure Support

Community Organizations Districts’ Contacts Parent Leaders State Contacts

6. Provide Professional Development Research Based School Personnel Parents and Community Leaders

7. Evaluate and Revise the Plan

5. Secure Support Community Organizations Districts’ Contacts Parent Leaders State Contacts

6. Provide Professional Development Research Based School Personnel Parents and Community Leaders

7. Evaluate and Revise the Plan

PTA/CommunityPTA/Community

Knowledge of Competence in the Community Cultural Sensitivity

Ownership of Trainings Key Keynote Speakers Respect

Knowledge of Competence in the Community Cultural Sensitivity

Ownership of Trainings Key Keynote Speakers Respect

PTA/CommunityPTA/Community

Resources Practical National Parent Standard

Recruitment Outreach to Minority Families

Resources Practical National Parent Standard

Recruitment Outreach to Minority Families

Fostering Home/School/Community Partnerships

Fostering Home/School/Community Partnerships

Source of expertise, financial support and volunteer services.

Developed with community organizations, individual families, local businesses, corporations and colleges/universities.

Source of expertise, financial support and volunteer services.

Developed with community organizations, individual families, local businesses, corporations and colleges/universities.

Source: www.nea.org/Parents/research-parents.html

Predictor of a student’s achievement is based on the extent to which the family can:

Create a home environment that encourages learning

Express high expectations for achievement and careers

Become involved in their children’s education

National Education Association states that parental involvement helps students succeed in school and in life.

Predictor of a student’s achievement is based on the extent to which the family can:

Create a home environment that encourages learning

Express high expectations for achievement and careers

Become involved in their children’s education

National Education Association states that parental involvement helps students succeed in school and in life.

Source: National Coalition for Parent Involvement in Education

Benefits of Family/School Partnerships:

Students do better in school and in life

Parents become empowered

Teacher morale improves

Schools get better

Communities grow stronger

Benefits of Family/School Partnerships:

Students do better in school and in life

Parents become empowered

Teacher morale improves

Schools get better

Communities grow stronger

Norma Gómez (858) [email protected]

www.sdcoe.net/lret2/family

Brian Bonner (858) 268-8077

[email protected]

Tony Brown (619) 266-6254

[email protected]

Norma Gómez (858) [email protected]

www.sdcoe.net/lret2/family

Brian Bonner (858) 268-8077

[email protected]

Tony Brown (619) 266-6254

[email protected]

mailto:[email protected]

http://www.sdcoe.net/lret2/family




http://www.sdcoe.net/lret2/family



Strategies to Engage the Community in Addressing the Achievement Gap

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