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Closing the Achievement Gap
Institute
Today’s Goals
Understand the demographics of students
Understand the impact of bias and stereotype on student performance.
Identify culturally responsive practices that support increased student achievement.
The Diversity Challenge
The Achievement Gap
Observed among various groups throughout the world
In the U.S., refers to gaps between Hispanic or African-American students and White students, or low-income students and wealthier students.
774,761 total students
African American,
18.6%
Hispanic, 42.4%
White, 30.6%
American Indian, 0.6%
Asian, 5.8%
Pacific Islander,
0.1%
Two or more races, 1.9%
Demographics
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
EconomicallyDisadvantaged English Language
Learner
57.6%
20.3%
Over last 10 years…
Students enrolled overall growth rate of 20%
Ethnic distribution of largest three populations
African American, 18.6%
Hispanic, 42.4%
White, 30.6%
Other, 8.4%
Current African America
n,
20.7%
Hispanic, 34.4%
White, 39.8%
Other, 5.1%
2003
Demographic change over time
0.0%
20.0%
40.0%
60.0%
80.0%
100.0%
EconomicallyDisadvantaged
English LanguageLearner
46.8%
17.4%
57.6%
20.3%
2003 2013
State and Federal Accountability
Both systems:
respond to the achievement gap
require progress for all student groups
Activity: Subgroup Performance
Part 1: How are Diverse Learners Performing in Your District
Step 1: Analyze and discuss the data tables
Step 2: Track performance and
demographics for the subgroup
Step 3: Record three key observations on chart paper.
Key Data Points
1. Performance:
Weakest Subject
Strongest Subject
2. Participation
Percentage that took AP/IB, SAT, etc.
Mobility
3. Demographics
Subgroup Population
Subgroup Graduation Population
Teacher demographics
Closing the
Achievement Gap vs.
Improving Achievement
Closing the Achievement Gap vs.
Improving Achievement
Discuss in your groups:
What does it mean to Close the Achievement Gap
What does it meant to Improve Achievement
Improving Achievement
New programs
Strategies for parental involvement
New standards
Closing the Achievement Gap
Focus on under-achieving groups
Target strategies for closing the gap
Reflect upon ways you think about students
Implement innovative comprehensive approaches to school reform
Reflect on types of learners in the classroom
Improving Achievement
Closing the Achievement Gap
Understanding
Cultural Proficiency
What is Culture?
the customary beliefs, social forms, and material traits of a racial, religious, or social group; also : the characteristic features of everyday existence
the integrated pattern of human knowledge, belief, and behavior that depends upon the capacity for learning and transmitting knowledge to succeeding generations
Retrieved 08/14/07
http://mw1.merriam-webster.com/dictionary/culture
Culturally Responsive
Our culture is the lens through which we view the world. Keeping in mind the previous slide, reflect and discuss:
What is my lens? How do I view others? What is my culture? My ethnicity?
What are some things that I encounter through the day that are specific to my culture, ethnicity, race, gender…?
Key Terms
Cultural Proficiency- a way of being that enables both individuals and organizations to respond effectively to people who differ from them.
Challenging Assumptions
The Inside Outside Approach
Individuals begin by examining their own values and behavior then learn to adapt to meet the needs of diverse learners.
(Lindsey, Martinez, Lindsey 2007)
Cultural Proficiency & School Culture
A school’s policies and practices tend to reflect the dominant belief systems of the school community.
School communities cannot increase cultural proficiency without an honest assessment of current beliefs and practices.
Consensus building is critical to progress.
Activity:
What We Believe
In your group evaluate and respond to each statement within a given amount of time.
As a group, you must decide whether the statement is true or false. Your group must reach a consensus.
Mark your response and write a brief explanation as to why you chose that response.
What Your Responses Suggest
There are no right or wrong answers.
Your responses reflect the dominant beliefs of your table group (and perhaps your school community).
The dominant beliefs of your school community inform how your community responds to the challenge of diversity.
Dr. Alfredo Artiles - Address
Students' Cultures
https://www.youtube.com/watch?v=XQePuaUqtUg
Consider:
What is cultural about what you do in your classroom?
What are some behaviors and practices in your classroom that reflect your culture?
The Cultural Proficiency Continuum
The continuum provides a way of describing a variety of behaviors, both positive and negative, that reflect how individuals and organizations respond to differences.
(Lindsey et al., 2003)
The Cultural Proficiency Continuum
Cultural Destructiveness
See the difference. Stomp it out!
Cultural Incapacity
See the difference. Make it Wrong.
Cultural Blindness
See the difference. Act like you don’t.
The Cultural Proficiency Continuum
Cultural Pre-competence
See the difference.
Respond to it inappropriately.
Cultural Competence
See the difference. Know the difference that difference makes.
Activity:
Cultural Proficiency Continuum
In your group reflect on your experiences in your school community.
Identify practices you have observed in your school community that relate to the points on the continuum.
Be prepared to share.
Cultural Proficiency: Guiding Principles
Culture is a predominant force
People are served in varying degrees by the dominant culture
People have personal identities and individual identities
Diversity within cultures is vast and significant
(Lindsey, Martinez, Lindsey 2007)
To close the achievement gap, we
must address negative stereotypes that
suppress student achievement.
-Joshua Aronson
Are You Biased?
What the Research Says:
Stereotypes are widely believed and accepted. (Cohen 2006)
Our response to internalized stereotypes is indirect and implicit. (Phelps et al 2000)
An initial wariness about “different” others is natural. Responses beyond that initial wariness reflect learned behavior. (Jensen 2005)
Alienation from peers
Alienation from family or community
Disruption to family power structure
Increased financial pressures
Students Who Challenge Stereotypes:
What’s the Risk?
Identity conflict
Limited academic support
Potential failure
Personal disappointment
Loneliness and isolation
Why Stereotypes Matter
Most individuals are aware of common stereotypes by age 6.
Research suggests that stereotypes are widely believed and accepted.
Stereotypes have the potential to shape individual perceptions and personal expectations.
(Cohen 2006)
Show me the dumb child. 76% of younger White children chose the one of the two
darker images.
Show me the mean child.
66% of the younger White children chose of the two darker images.
Show me the child that has the skin tone most children don’t like
66% of younger White children chose one of the two darker images.
Show me the bad child
59% of older White children chose the darker skinned child
Show me the good looking child
There were some race neutral answers
Why Stereotypes Matter
Stereotypes have the potential to shape individual perceptions and personal expectations.
Students who are the target of stereotypes relating to intellect and morals are uniquely at-risk.
(Cohen 2006)
Societal Expectations:
Stereotype Threat
Stereotype Threat is:
the threat of being viewed through the lens of a negative stereotype
the fear of doing something that would inadvertently confirm a negative stereotype
(Steele and Aronson, 1995)
Stereotype Threat in Action
Attributional ambiguity
Does this apply to me
Anxiety and underperformance
Inhibits performance
Devaluation and Dis-identification
An attempt to save self worth
(Steele and Aronson, 1995)
Stereotype Threat in Action:
Girls & Math
Attributional ambiguity “I wonder if they expect me to fail
the calculus because I’m a cheerleader?”
Anxiety “Well, I’m not going to fail. If I fail
the test, I’ll prove them right.”
Stereotype Threat in Action:
Girls & Math (cont.)
Underperformance
“I studied so hard, but I just went blank. I don’t get it.”
Devaluation & Disidentification
“Who cares? If math geeks were really smart, they’d figure out where to buy cuter clothes.”
Stereotype Threat in Action:
Hispanic Immigrants & English
Attributional ambiguity
“I wonder if they think I don’t raise my hand because I don’t want to
learn English.”
Anxiety
“But, if I say the wrong thing, they’ll make fun of my English.”
“What children tell us is that they are socialized primarily to look to the teacher as the defining agent of ability, not to themselves or to their peers and family.”
-Rhona S. Weinstein
Stereotype Threat in Action:
Hispanic Immigrants & Math (cont.)
Underperformance
“Why did I raise my hand? What I said totally didn’t make sense.”
Devaluation & Dis-identification
“Who cares? The people who really care about me don’t speak English anyway.”
Stereotype Threat in Action:
Low-income Students
Attributional ambiguity
“They probably think I’ll show up for the debate in a tacky outfit .”
Anxiety
“Maybe I should borrow a suit from my aunt, but then again, I don’t
want to be overdressed.”
Stereotype Threat in Action:
Low-Income Students (cont.)
Underperformance “I wore a suit and everyone else is wearing jeans! I’m so embarrassed
I can’t even concentrate ”
Devaluation & Dis-identification “I’m an idiot. I just don’t fit in with
these kids. I’m going out for basketball instead.”
Think
Provide an example of
Attributional ambiguity
Anxiety/ Underperformance
Devaluation & Disidentification
Understanding the
Power of
Expectations
To close the achievement gap, we must address negative stereotypes that suppress student achievement.
-Joshua Aronson
Stereotype Threat Summarized
The anxiety evoked by the stereotype, not the validity of the stereotype, impacts performance and working memory.
Both high achievers and individuals who do not believe the stereotype are susceptible.
Over time students restructure their identities to reduce anxiety.
Common Sources of Demotivation
Learned helplessness
Awareness of disrespect toward one’s culture or ethnicity
Perception of threats
Brain Anomalies
Drug use
Perception that class assignment or tasks are irrelevant
Activity:
Interpreting Achievement Cultures
Reflecting on your experiences as a an educator, ask yourself:
How do leaders behave toward teachers they perceive to be “good?”
How do leaders behave toward teachers they perceive to be “bad?”
Discuss this with your group
How Students Interpret
the Classroom Achievement Culture
“Good Students”
Teacher Praise
Teacher Trust
Leadership opportunities
Voice & choice
“Bad Students”
Scolding
Monitoring
Help
Prescribed activities
(Weinstein 2002)
Classroom Achievement Cultures
and Student Performance
Students across grade levels are aware of differential expectations within the achievement culture of the classroom.
The achievement culture of the classroom impacts the academic, affective and social development of children.
(Weinstein 2002)
How Expectations are
Communicated (cont.)
Motivational practices
Discipline practices
Responsibilities given to students
Climate of relationships
(Weinstein 2002)
Challenge of
Unrecognized/Undeveloped Abilities
Discovering appropriate teaching strategies
Really knowing what intelligence is and students can use it
Appreciation of what students have to offer
Unrecognized/ Undeveloped
Abilities
Appreciate student interest
Acknowledge communication styles
Knowledge of subject matter
Recognize learning is social
Standardized test seldom tell what students know.
“What children tell us is that they are socialized primarily to look to the teacher as the defining agent of ability, not to themselves or to their peers and family.”
-Rhona S. Weinstein
Responsive Teaching
From Theory to Practice
Build relationships with students
Address skill gaps
Promote school-wide Initiatives
Resilience
“is a set of qualities and circumstances that foster success despite risk and adversity” (Bernard, 2004)
Strength and characteristics to help success
Caring adults
High expectations
Learning opportunities that allow for active participation in the learning process
Protective Factors that Foster
Resiliency
Empathy
Sensitivity
Provision of resources and strategies
Respect for individuality
Knowledge of students’ interests and talents
(Weinstein 2002)
5 Characteristics of Resilience
Social Competence
Problem solving skills
Critical Consciousness
Autonomy
A sense of purpose and future
Social Competence
Build relationship skills
Communication skills
Sense of humor
Develop the ability to care
Problem Solving
Help them plan their work
Teach critical thinking skills
Help them know when to ask for help
Critical Consciousness
Build positive strategies to overcome
Abuse
Neglect
Discrimination
oppression
Autonomy
Develop their identity
Act independently
Be sensitive to its varying value across cultures
A Sense of Purpose and Future
Goal setting
Culturally successful role models
Emphasize: value of persistence, optimism, and hopefulness
Do You Know Enough About
Me to Teach Me
Do You Know Enough About Me
to Teach Me?
by
Stephen Peters
Caring Educators
Caring educators look beneath the negative behavior of a student and refuse to take this behavior personally. By listening and getting to know their students, they tell them they are important they matter.
Managing Your Classroom with
Heart
Managing Your Classroom with
Heart
by
Kathy Riddenour
Who Are You
What effect do you want to have on your students?
What types of behavior do you have that convey this?
What can you do to improve this?
How do you know that you really convey this message to your students?
What have you shared with your students about you?
Key to Success
Ask yourself three important questions to emphasize prevention: What can I do as a teacher to help all my students feel connected to each other and to me?
What can I do to emphasize achievement while making it really hard for my students to fail?
What can I do that encourage all of my students to know that their voice matters, that they can make a difference, and their opinion counts?
Key to Success
Believe success is achievable.
Know your students and let your students know you.
Provide a supportive relationship.
Respect social and cultural differences, but teach behaviors needed for success at school.
Provide appropriate outlets for expressing feelings for students and their teacher.
Focus on the positive. FISH
Constantly share realistic alternatives.
Key to Success
Welcome parents at school.
Provide help during and after school for students who need it.
Make the school the hub of community activity.
Enlist community leaders.
Give students practice in leading, making decisions, and giving input.
Capitalize on the resources in the city.
Develop group support with other teachers.
Fires in the Bathroom
Fires in the Bathroom
and
Fires in the Middle School Bathroom
by
Kathleen Kushman
Expectations
Develop self esteem, independence, optimism
Consistent discipline policies, teaching methods, curriculum
Participation
Hands- on learning opportunities
Involve students in curriculum planning
Cooperative learning
Peer helping
Mentoring
Community service
William Glasser
(Glasser, 1999)
William Glasser on Motivation
Motivation is internal.
Teachers should create conditions that foster leadership development in others.
Teachers should help students realize their right and responsibility to think
independently and self-actualize.
Why are students unmotivated?
Reflect on what you believe to be the root causes of students’ lack of motivation
Using the three index cards provided (or sticky-notes), record one cause on each card and discuss these with your group.
As a group, come to a consensus on the top three causes.
Motivation Stimulation
Be explicit
Show excellence
Sound like – look like- feel like
Communicate through action and words
Demonstrate your expectations
Encourage students to help each other
Develop mentoring programs
Importance of Effort
Builds character
Skills for life
Successful work and community experiences
Good relationship with parents/ families
What matters to kids?
Instructional Practices
Relational Practices
Curriculum Change Begins with You
Focus on the grade level TEKS and alignment to maximize learning
Spiral Instruction to build a web of support and provide ongoing opportunities for review
Use cooperative grouping structures to make lessons interactive and engaging
Brainstorm
Which students in your school community are the least likely to experience alignment between the “curriculum of the home” and the “curriculum of the school?”
Create a Level Playing Field:
All children deserve an equal opportunity to learn that which is going to be tested
Children should not be tested on knowledge or skills that have not been taught
Children will not be taken by surprise with any form of assessment
Doctrine of No Surprises
Why Alignment Matters
For many students, the “Curriculum of the home” is already aligned with the schooling experience:
High SES students
Students with strong connection to the dominate culture
Students with access to opportunities for enrichment
The mismatch between home and school lead educators to greatly underestimate the intellectual capabilities of minority students (Allen & Boykin, 1991).
The 4 C Model
Content Did I teach it?
Context Did I teach it in the way it was
assessed?
Complexity Did I teach it to the correct level of
thinking?
Crossover Is there some other problem?
Questioning Techniques
Getting to Got it: Helping Struggling Learners Learn how to Learn
(Garner 2007)
Instead of Telling, Use
Open-ended Prompts
What sense do you make of this?
What questions come to mind as you think about this?
What do you notice?
What do you wish were easier? (Student’s response will let teacher know where he or she needs help.)
Why? (Ask this question to encourage students to elaborate on their correct responses.)
What did you understand the question to be?
(Garner 2007)
Instead of Telling, Use Prompts
What do you wonder about?
How is this like life?
If you were going to explain this to someone, how would you?
If you did know, what would you say? (Use this when students respond to a question by shrugging their shoulders or saying, “I don’t know.”)
Tell me in your own words what you understand.
Tell me more.
Help me understand.
(Garner 2007)
What to say instead of,
“I don’t know.”
May I have a little more information?
May I have a little more time to think?
May I ask a friend for help?
May I tell you what I do understand about it?
May I tell you what I do not understand about it?
(Garner 2007)
Spencer Kagan on
Cooperative Learning
(Kagan, 1994)
Cooperative Learning
Helps to promote positive race relations
Helps students build relationships while simultaneously building skills
Enhances student satisfaction with his/her learning experience
(Kagan, 1994)
Cooperative Learning
Promotes student learning and academic achievement
Increases student retention
Helps students develop skills in oral communication
Kagan, S. (1994). Cooperative Learning
Notes activity
No Hitchhiking!
No Social Loafing
Sink or Swim Together
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Promote Each Other’s Successes
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Social Skills Must Be Taught
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Group Members Discuss
How Well They Are
Achieving Their Goals
5 Elements of Cooperative Learning
•List five things that you heard today that you will continue to think about after the session.
Time to Reflect: Cornell Note Taking
Bullock & Maben, Cornell Notes
• Compare notes with your table mates.
• Talk about what you wrote and why. Look for gaps & missed info.
• Team members should feel free to add to their notes.
Time to Reflect: Organizing Information
Bullock & Maben, Cornell Notes
• Work with a partner from a different group to create questions based on your notes.
• Your questions should reflect info you don’t understand or want to discuss with your teacher/tutor.
• Fill in any gaps in your notes with your partner.
Time to Reflect: Asking Questions
Bullock & Maben, Cornell Notes
•On your own, at the bottom of the page, complete a 3 or 4 sentence summary of what you wrote in your notes.
Time to Reflect: Summarizing Information
Bullock & Maben, Cornell Notes
Article & Discussion
“Giving Students What They Need,” by Jonathan C. Erwin.
Educational Leadership, September 2003.
Discussion Group Roles
Director—poses three questions to the group about the material to ensure deep understanding
Appraiser—identifies the three most important concepts from the reading and shares these with the group
Discussion Group Roles
Analyst—identifies specific passages in the selection that are noteworthy and brings these to the attention of the group.
Research assistant—identifies two other theorists, concepts, or experiences that relate to the reading and shares these with the group.
Kids say …
Schools are too big
Some teachers really don’t care
Some students are just too “bad” to be taught
Parents should be involved before their children get into trouble
Principals should be careful about who they hire as teachers, coaches, teacher’s assistants, etc.
(Peters 2006)
Kids say …
There should be more extracurricular activities for students
Teacher should be more involved in extracurricular activities
Students should get to know other students—even if they don’t want to—through organized activities sponsored by the school
Schools should show teachers the neighborhoods the students come from
(Peters 2006)
Kids say …
Students should be asked to be part of
“the solution”
Schools should develop traditions that mean something special to the students and teachers
Schools should show students they really care about them
Schools should reach out to parents and make them feel comfortable in the schools
Schools should be consistent when enforcing rules.
(Peters 2006)
