Comprehensive Study Educational Conditions and Academic Performance A Focus on Male African American Students Presentation at Board Special Meeting Gongshu

Comprehensive StudyEducational Conditions

and Academic PerformanceA Focus on Male African American Students

Presentation at Board Special Meeting

Gongshu Zhang, Ed. D. Chief Accountability and Research Officer, GCSNC

June 23, 2008

1GCS Comprehensive Study June 2008

Part IDemo Information


GCS Comprehensive Study June 2008 3

Af. Am. White Hispanic All Af. Am. White Hispanic All Af. Am. White Hispanic All

1-1 Population

Parent education level

1-2 below high school

1-3 high school

1-4 2 year-college

1-5 4 year-college

1-6 graduate school

1-7 FRL

1-8 Free lunch

1-9 Reduced-price

1-10 SWD

1-11 Behaviorally-Emotionally

1-12 Educable Mentally

1-13 Other Health

1-14 Speech-Language

1-15 Specific Learning

1-16 Autistic

1-17 Developmentally Delayed

1-18 LEP

1-19 AIG

1-20 AIG_Reading

1-21 AIG_Math

Demo Data Collection: Percentage of Students

Female All

Demo & Condition

Male


Percentage of Student Population Among Total of 72555Grades K to 12 by February, 2008

41

8.6

40

10.4

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

AA_29718 HISP_6276 W_29031 Other_7530


Percentage of Student Population by Gender Grades K to 12 by February, 2008

50.8 51.5

49.2 49.4 48.5 48.9

50.6 51.1

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

AA HISP W All

Male_37077 Female_35478


Percentage of Male Students – Parent Education Levels 2006 Data (2006 was the last year DPI collected this data)

6.5

33.9

2.57.1

10

20.8

9.3

42.9

29.6

2.9 1.6

11.97.1

45.7

35.3

23.8

45.2

19

24.6

20.3

0%

20%

40%

60%

80%

100%

AA HISP W All

Below HS HS HS-2Yrs College 4 Yrs College GS

7

Percentage of FRL Male Students Grades K to 12 by the End of 2006-07 School Year

64.769.6

15.9

43.3

0

10

20

30

40

50

60

70

80

90

100

AA_14702 HISP_2841 W_15048 All_36116


8

Percentage of Male SWD Grades K to 12 by February, 2008

11.9

21.617.3 18.1

0

5

10

15

20

25

30

35

40

45

50

AA_15101 HISP_3176 W_14958 All_37077


9

Percentage of Male SWD Classifications

7.5

6

2.5

3.4

1.2

1.4

1

1.3

0.3

0.8

1.3

0.9

6.45.8

4.2

3.64

0.7

3.4

3.6

0.5

1.4

1.3

0.9

0.6

0.5

0.6

0.1

0.8

0.9

1

1

0.0

5.5

11.0

16.5

22.0

AA_15101 HISP_3176 W_14958 All_37077

All other SWD

Behaviorally-Emotionally Disabled

Educable MentallyDisabled

DevelopmentallyDelayed

Autistic

Speech-LanguageImpaired

Other Health Impaired

Specific LearningDisabled


10

Percentage of Male Student: LEPData of February, 2008

1.9

54.7

0.6

8.3

0

10

20

30

40

50

60

70

80

90

100

AA_15101 HISP_3176 W_14958 All_37077


11

Percentage of AIG Male StudentsData of February 2008

54.7

22.4

12.8

0

5

10

15

20

25

30

35

40

45

50

AA_15101 HISP_3176 W_14958 All_37077


12

Percentage of Male Students: AIG Reading and MathData of 2007

5.98.1

6.6

30.328.6

17.516

5.1

0

5

10

15

20

25

30

35

40

45

50

AIG Math AIG Reading

AA HISP WH ALL


Summary I• AA students and White students have almost same percentages of

population, both slightly over 40. Like all ethnic groups, male AA students have slightly larger population than females, about 51% vs. 49%

• The percentage in FRL of male AA students is four times the percentage of Male White: 64.7 vs. 15.9.

• Male AA students have higher percentage with identified SWD than male White: 21.6 vs. 17.3, especially in categories of Specific learning disabled, developmentally delayed, educable mentally disabled, and behaviorally-emotionally disabled: 7.5 vs. 5.8, 1.4 vs. 0.6, 1.3 vs. 0.5, & 1.3 vs. 0.6 correspondingly.

• Male AA students have significantly lower percentage being identified as AIG than male White: 5.1 vs. 28.6 in reading and 5.9 vs. 30.3 in math.

• In terms of parent education level, male AA students’ parents have higher percentage in high school/below than male White parents: 52.2 vs. 26.3, and lower percentage in college/above: 23.2 vs. 54.8.


Part II Schooling and

Educational Conditions Study




2-1 Elementary

2-2 Middle

2-3 High

2-4 Elementary

2-5 Middle

2-6 High

2-7 Middle

2-8 High

2-9 High

2-10 High

Female All

Stability

Schooling Data Collection: Percentage of Students

Suspension

Dropout

Graduation

Repeated

Male

Percentage of K-12 Male Students: Stability

85.7 84.3 85.883.1

93 93.388.5 89.4

87.285

93.789.4

0

20

40

60

80

100

2004-05 2005-06 2006-07

AA HISP W All

Percentage of students in membership in GCS on the 20th school day who remained in GCS for 160 or more days during a given school year


Percentage of Male Students Repeating a Grade: Elementary School

6.42

1.89 1.72

5.58

1.19 11.61 1.320.9

2.312.52

4.45

0

5

10

15

20

2001-02 2003-04 2006-07

AA HISP W All

# of (ethnicity) (gender) students who repeated a grade/coursetotal # of (ethnicity) (gender) Elem/MS/HS students

425 47 172 694 121 11326 18 255 14 70 219


Percentage of Male Students Repeating a Grade: Middle School

5.85

1.1 1.04

2.55

0.57 0.30.85 0.64

0.171.04

1.89

3.53

0

5

10

15

20

2001-02 2003-04 2006-07

AA HISP W All

178 717 37269 4 20 67 137 5310


Percentage of Male Students Repeating EOC Course: High School

16.3

18.2

5.35.8

10.811.3

17.5

13.2

15.0

16.4

4.3

9.1

0

5

10

15

20

2001-02 2003-04 2006-07

AA HISP W All

484 29 771202 56621 261 7251008 27685 1169


Percentage of Male Students Suspended One or More Days: Middle School

50.1

43.7

34.8

21

13.512.1

27.5

22.4

15.3

21.9

16.4

30.8

0

10

20

30

40

50

2002-03 2004-05 2006-07

AA HISP W All

1610 589 14792362 100 2173460 921237 185840469



Percentage of Male Students Suspended One or More Days: High School

41

34.9

32

11.4

21.120

11.8

19.319.8

10.613.7

23.4

0

10

20

30

40

50

2002-03 2004-05 2006-07

AA HISP W All

# of (ethnicity) (gender) suspended students (unduplicated)total # of (ethnicity) (gender) MS/HS students

1276 2062665 1308 55682 13302045 507109 206734

Percentage of Male Students Who Dropped Out of High School

5.54 5.874.88

3.9

5.154.19

2.11 2.44 2.763.69 4.08 3.88

0

5

10

15

20

2004-05 2005-06 2006-07

AA HISP W All

20243 110 402 275 31 127 463 236 14128 449

numerator: # of (ethnicity) (gender) students who dropped out of HS denominator: [(1st month membership grades 9-12 reporting year - initial enrollees+ 1st month membership grades 9-12 current year)/2] + # of (ethnicity) (gender) students who dropped out of HS GCS Comprehensive Study June 2008 22

23

64 65.1

79.683.8

76.4

69.667.5

60.8

69.2

52.3

0

20

40

60

80

100

2006 2007

State All Male GCS All Male Male_AA Male_Hispanic Male_White

True 9th Grade Cohort Graduation Rate of Male Students: 2007 vs. 2006

GCS Comprehensive Study June 2008

Summary II-(1)• Male AA students have significantly lower percentage of stability

than male White: 85.8 vs. 93.3 in 2006-07.• Although the percentage of repeating a grade for male AA has

significantly reduced from 2002 to 2007 in elementary and middle schools, the percentage of repeating a course for male AA in high schools is still much higher than male White: 17.5 vs. 5.8.

• Although the percentage of suspension of one/more days for male AA has significantly reduced from 2003 to 2007, it is still significantly higher than male White: 34.8 vs. 12.1 in middle schools and 32.0 vs. 10.6 in high schools in 2007.

• The percentage of male AA students who dropped out of high school is still almost twice as high as male White: 4.88 vs. 2.76 in 2007.

• Based on true 9th grade cohort graduation rate, the rate of GCS male AA was significantly higher than the rate of state all male: 67.5 vs. 65.1 in 2007. However, the rate was significantly lower than GCS male White: 67.5 vs. 83.8.




3-1 Pre_K

3-2 Magnet

3-3 AL

3-4 AP

3-5 PSAT

3-6 SAT

3-7 ACES Programs

3-8 Home work

3-9 Watch TV

3-10 High qualified Teacher

3-11 Turnover Rate of Teacher

3-12 Turnover Rate of Principal

Data Collection for Program, Activities & Teacher Quality: Percentage of Students

Other

Male Female All

Program

After School


Percentage of Pre-K Male Students(includes Montessori Pre-K and EC Pre-K students)

47.1

12.7 14

28.5 27.4

11.7 12.4

46.2

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

2006-07 2007-08

AA HISP W All

numerator: # of (ethnicity) (gender) Pre-K students denominator: total # of (gender) Pre-K students

131

321

143

530

133

294

150

495

Percentage of K-8 Male Students Attending Magnet Schools

11.9

13.2 13.6

4.85.5 5.5

6.3 6.6 6.8

8.49.1 9.3

0

5

10

15

20

2004-05 2005-06 2006-07

AA HISP W All

numerator: # of (ethnicity) (gender) magnet studentsdenominator: total # of (ethnicity)(gender) K-8 students

1175 2000635 2381329 666 2233 2621380 682190 2324


Percentage of 3rd-12th grade Male Students at AL Program

5.7 6.8 6.35.4

8.1 7.5

27.7

31.229.5

16.918.5

17.2

0

10

20

30

40

50

2003-04 2006-07 2007-08

AA HISP W All

numerator: # of (ethnicity) (gender) AL studentsdenominator: total # of (ethnicity) (gender) 3rd-12th grade students

327666 4235 748 153 3587 7234981 157 3390 4777575


Percentage of Male High School Students Taking One or More AP Exams

6.3 6.3 6.5

11.8

22.8

26.3

11.8

8.7

20.417.1

15.7

14.9

0

10

20

30

40

50

2002-03 2004-05 2006-07

AA HISP W All

numerator: # of (ethnicity) (gender) students who took one or more AP exams denominator: total # of (ethnicity) (gender) HS students

34196 2351318994 36 15231109 269 125567 1760


Percentage of Male High School Students Who Took the PSAT

57.9

67.564.265.1

76.473.6

75.582.3

79.2

68.2

75.972.2

0

20

40

60

80

100

2003-04 2005-06 2006-07

AA HISP W All

(The PSAT is not administered to students enrolled in Algebra I)

numerator: # of (ethnicity) (gender) students who took the PSAT denominator: total # of (ethnicity) (gender) 9th - 11th grade students

2965196 5317 3492429 3266 6585 3772438 642430701750


Percentage of Male Seniors Who Took the SAT

43.2

49.453.8

47.450 50.5

54.7

65.365.7

64 63.6 65

0

20

40

60

80

100

2003-04 2005-06 2006-07

AA H W All

numerator: # of (ethnicity)(gender)12th grade students who took the SAT denominator: total # of (ethnicity)(gender) 12th grade students

65627 3511031 42 710 1199 394 46 754 1328273


Percentage of Male Students at Elementary ACES Programs

15.3

5.2

16.514

0

10

20

30

40

50

2007-08

AA HISP W All

numerator: # of (ethnicity) (gender) ACES studentsdenominator: total # of (ethnicity) (gender) K-5 students

89 235610831019



Grades 3-5 Male Students: Homework-Time Spent per Week 2005-06

2 0.8

30.1

5.5

2.1 1.1 0.8

0.9

53.349.4

56.5

27.4 39.8

6.15.5

0%

20%

40%

60%

80%

100%

AA HISP W

I do not have hwk Less than 3 hrs Between 3 and 10 hrs More than 10 hrs Has hwk but doesn't do it

33


Grades 6-8 Male Students: Homework-Time Spent per Week 2005-06

3.4 1.91.1

73.5

66.567.6

13.517 25.3

1.1 0.8 1.62.8 3.5 2.2

0%

20%

40%

60%

80%

100%

AA HISP W

Has hwk but doesn't do it More than 10 hrs Between 3 and 10 hrs Less than 3 hrs I do not have hwk

34


Grades 3-5 Male Students: TV Watched Each School Day 2005-06

7.6 5.7

30.7

8.8

6.1

45.4

58.9

36.7

30.8

25.9

6.2

18.4

0%

20%

40%

60%

80%

100%

AA HISP W

None 1-2 hours 3-5 hours 6 hours or more

35


Grades 6-8 Male Students: TV Watched Each School Day 2005-06

3.3 3.8

39.3

7.5

2.1

40.8

61.1

31

43.6

28.4

4.6

16.1

0%

20%

40%

60%

80%

100%

AA HISP W

None 1-2 hours 3-5 hours 6 hours or more

36

Summary II-(2)• Male AA students have a significantly higher percentage in GCS pre-k

program than male White. Among all pre-k students they are 46.2 vs. 27.4.• The percentage of male AA students in the magnet programs has increased

since 2005. It is twice as high as male White: 13.6 vs. 6.8 in 2008.• The percentage of male AA students in the AL programs is far below male

White: 6.3 vs. 29.6 in 2008.• Also, the percentage of male AA students who took one or more AP exams

is far below male White: 6.5 vs. 26.3 in 2008.• Although the percentages of male AA who took PSAT and SAT have

increased since 2004, they were still lower than male White: 64.2 vs. 79.2 in PSAT and 53.8 vs. 65.7 in SAT in 2007.

• In terms of big difference in percent FRL between male AA and White, male AA have lower percentage than male White at elementary ACES programs: 15.3 vs. 16.5 in 2008.

• Both AA and White males have low percentages of doing home-work over 3 hours per week: 33 & 46 in grade 3-5 and, especially, 15 & 27 in grade 6-8.

• Both AA and White males have high percentages of watching TV over 3 hours per day: 49 vs. 32 in grade 3-5 and 60 vs. 33 in grade 6-8 roughly.


Teacher Quality: Percent of Teachers in Each CategoryStudents of Color in Elementary Schools: More than 75% (1) vs. Less than 25% (2)

22.2 21.6

3229.1

3.1 4 4.4

0.2 0.9 1.2

33.4 33.3

14.816.3

41.238.3 37.7

64.360.9

20.1

32.129.9

16.2

56.8

0

20

40

60

80

2004-05 2005-06 2006-07

Advanced degrees (1) Advanced degrees (2) Lateral Entry (1) Lateral Entry (2)

0-3 yrs experience (1) 0-3 yrs experience (2) 10+ yrs experience (1) 10+ yrs experience (2)

An average was taken from percentages reported on the NC School Report Cards 38GCS Comprehensive Study June 2008

Teacher Quality: Percent of Teachers in Each CategoryStudents of Color in Middle & High Schools: More than 75% (1) vs. Less than 25% (2)

24.727.8 26.5

15.5

56.5 5.3

34.3 34.5

19 17.8

43.5

56.3

51

17.419.8

31

16.817.2

32.5

21.8

36.537.7

57.3

0

20

40

60

80

2004-05 2005-06 2006-07

Advanced degrees (1) Advanced degrees (2) Lateral Entry (1) Lateral Entry (2)

0-3 yrs experience (1) 0-3 yrs experience (2) 10+ yrs experience (1) 10+ yrs experience (2)


Number of Teachers per School Receiving National Board Certification Students of Color in Elementary Schools: More than 75% (1) vs. Less than 25% (2)

2 2

6 6

2

4

0

2

4

6

8

10

2004-05 2005-06 2006-07

Schools with more than 75% minorities Schools with less than 25% minorities


Number of Teachers per School Receiving National Board Certification Students of Color in Middle & High Schools: More than 75% (1) vs. Less than 25% (2)

2 2

6

7

2

6

0

2

4

6

8

10

2004-05 2005-06 2006-07



Teacher Turnover RateStudents with Color in Elementary Schools: More than 75% (1) vs. Less than 25% (2)

29.232 27.7

1515.9

20.4

0

20

40

60

80

100

2004-05 2005-06 2006-07



Teacher Turnover RateStudents with Color in Middle & High Schools: More than 75% (1) vs. Less than 25% (2)

35.239.6

27 28.3

42.1

22.7

0

20

40

60

80

100

2004-05 2005-06 2006-07



Principal Turnover Rate: Percentage Over Four School Years (2003-04 through 2006-07)

21.6

33.3

62.2

41.7

16.225

0

20

40

60

80

100

Schools: 75% or more students with color Schools: less than 25% students with color

No Principal Change 1 Principal Change 2-3 Principal Change

An average was taken from # of principal changes 44GCS Comprehensive Study June 2008

Summary II-(3)In terms of teacher quality and turnover rate, for comparing school group (1) concentrated students with color (over 75%) and school group (2) with less students with color (below 25%):

• overall, group (1) has higher percentage in lateral entry teachers and teachers with few years (0-3) of experience, and lower percentage in advanced degree teachers and teachers with over 10 years of experience than group (2).

• Group (1) has less number of teachers with National Board of Certification.

• Group (1) has significantly higher turnover rate than group (2): 27.7 vs. 20.4 in elementary schools, and 42.1 vs. 28.3 in middle and high schools.

• During a 4-year period, in terms of principal turnover rate:

a. Both groups have low percentages of schools with no principal change.

b. Group (1) has higher percentage of schools with one change: 62.2 vs. 41.7.

c. Group (2) has a higher percentage of schools with 2-3 changes 25 vs. 16.2.


Part III Longitudinal Study

on Academic Performance


1996-97 1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07Age0 Age0Age1 Age1 Age0Age2 Age2 Age1 Age0Age3 Age3 Age2 Age1 Age0Age4 Age4 Age3 Age2 Age1 Age0

PK PK PPK Age4 Age3 Age2 Age1 Age0K K PK PPK Age4 Age3 Age2 Age1 Age0

Grade 1 G1 K PK PPK Age4 Age3 Age2 Age1 Age0Grade 2 G2 G1 K PK PPK Age4 Age3 Age2 Age1 Age0

Grade 3 G3 G2 G1 K PK PPK Age4 Age3 Age2 Age1 Age0

Grade 4 G4 G3 G2 G1 K PK PPK Age4 Age3 Age2 Age1

Grade 5 G4 G4 G3 G2 G1 K PK PPK Age4 Age3 Age2

Grade 6 G6 G4 G4 G3 G2 G1 K PK PPK Age4 Age3

Grade 7 G7 G6 G4 G4 G3 G2 G1 K PK PPK Age4Grade 8 G8 G7 G6 G5 G4 G3 G2 G1 K PK PPKGrade 9 G9 G8 G7 G6 G5 G4 G3 G2 G1 K PK

Grade 10 G10 G9 G8 G7 G6 G5 G4 G3 G2 G1 KGrade 11 G11 G10 G9 G8 G7 G6 G5 G4 G3 G2 G1Grade 12 G12 G11 G10 G9 G8 G7 G6 G5 G4 G3 G2

G12 G11 G10 G9 G8 G7 G6 G4 G4 G3G12 G11 G10 G9 G8 G7 G6 G4 G4

G12 G11 G10 G9 G8 G7 G6 G4G12 G11 G10 G9 G8 G7 G6

G12 G11 G10 G9 G8 G7G12 G11 G10 G9 G8

G12 G11 G10 G9G12 G11 G10

G12 G11G12

Overall Performance for All Unmatched Grade 3 to Grade 8 & Grade 9 to Grade 12 Students


EOG Reading Percentage Proficiency: All Students - Grade 3 to Grade 8

40

50

60

70

80

90

100

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07

M_AA

F_AA

M_H

F_H

M_W

F_W


EOG Reading Mean T Score: All Students - Grade 3 to Grade 8

40

45

50

55

60

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07

M_AA

F_AA

M_H

F_H

M_W

F_W


EOG Math Percentage Proficiency: All Students - Grade 3 to Grade 8

40

50

60

70

80

90

100

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07

M_AA

F_AA

M_H

F_H

M_W

F_W


EOG Math Mean T Score: All Students - Grade 3 to Grade 8

40

45

50

55

60

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07

M_AA

F_AA

M_H

F_H

M_W

F_W


EOC Algebra I Percentage Proficiency: All Tested Students

0

10

20

30

40

50

60

70

80

90

100

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07

M_AA

F_AA

M_H

F_H

M_W

F_W


EOC Algebra I Mean Scale Score: All Tested Students

45

50

55

60

65

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06

M_AA

F_AA

M_H

F_H

M_W

F_W


EOC English I Percentage Proficiency: All Tested Students

0

10

20

30

40

50

60

70

80

90

100

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07

M_AA

F_AA

M_H

F_H

M_W

F_W


EOC English I Mean Scale Score: All Tested Students

45

50

55

60

65

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06

M_AA

F_AA

M_H

F_H

M_W

F_W


EOC Biology Percentage Proficiency: All Tested Students

0

10

20

30

40

50

60

70

80

90

100

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07

M_AA

F_AA

M_H

F_H

M_W

F_W


EOC Biology Mean Scale Score: All Tested Students

45

50

55

60

65

1996-97 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07

M_AA

F_AA

M_H

F_H

M_W

F_W


Summary III-(1)Overall academic performance

for all unmatched grade cohort: 1996-97 to 2006-07

• As measured by percent proficient, the achievement gaps in EOG between male AA and male White had been reduced from 1997 to 2003 in reading and math, the gaps kept almost the same from 2004 to 2007 in reading, and increased again after 2006 in math.

• As measured by T score, the achievement gaps in EOG reading and math between male AA and male White have not been reduced from 1997 to 2003.

• As measured by percent proficient, the achievement gaps in EOC between male AA and male White have been reduced from 1997 to 2007 in Algebra I and English I, kept the same in Biology.

• As measured by scale score, the achievement gaps in EOC between male AA and male White have been slightly reduced in Algebra I from 1997 to 2007, and kept the same in English I and Biology.



Students 1997-98 1998-99 1999-00 2000-01 2001-02 2002-03 2003-04 2004-05 2005-06 2006-07

Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Grade 8 Grade 9 Grade 10 Grade 11 Grade 12

All 5138 5147 5081 5143 5095 5086 5039 4952 4908 4457

Cohort 5054 4452 4085 3747 3489 3420 3420 3093 2909 2682

Track 2682 2682 2682 2682 2682 2682 2682 2682 2682 2682

Performance of 2682 Matched Students 3rd Grade in 1997-98 to 12th Grade in 2006-07

% Stayed in Cohort: Tracking Students - 3rd Grade (97-98) to 12th Grade (06-07)

0

10

20

30

40

50

60

70

80

90

100

97-98-G3 98-99-G4 99-00-G5 00-01-G6 01-02-G7 02-03-G8 03-04-G9 04-05-G10 05-06-G11 06-07-G12

All

AA

W


% Stayed in Cohort: Tracking Male -3rd Grade (97-98) to 12th Grade (06-07)

0

10

20

30

40

50

60

70

80

90

100

97-98-G3 98-99-G4 99-00-G5 00-01-G6 01-02-G7 02-03-G8 03-04-G9 04-05-G10 05-06-G11 06-07-G12

Male_All

Male_AA

Male W


% Stayed in Cohort: Tracking FRL Male - 3rd Grade (97-98) to 12th Grade (06-07)

0

10

20

30

40

50

60

70

80

90

100

97-98-G3 98-99-G4 99-00-G5 00-01-G6 01-02-G7 02-03-G8 03-04-G9 04-05-G10 05-06-G11 06-07-G12

FRL_M_All

FRL_M_AA

FRL_M W


Reading % Proficiency: Students-3rd Grade (97-98) to 12th Grade (06-07)

30

40

50

60

70

80

90

100

97-98-G3 98-99-G4 99-00-G5 00-01-G6 01-02-G7 02-03-G8 HS_E1 HS_USH

Track_M_AA

Track_F_AA

All_M_AA

All_F_AA

Track_M_W

Track_F_W

All_M_W

All_F_W


Math % Proficiency: Students-3rd Grade (97-98) to 12th Grade (06-07)

30

40

50

60

70

80

90

100

97-98-G3 98-99-G4 99-00-G5 00-01-G6 01-02-G7 02-03-G8 HS_A1 HS_Bio

Track_M_AA

Track_F_AA

All_M_AA

All_F_AA

Track_M_W

Track_F_W

All_M_W

All_F_W


Reading Mean T Score: Students-3rd Grade (97-98) to 12th Grade (06-07)

40

45

50

55

60

97-98-G3 98-99-G4 99-00-G5 00-01-G6 01-02-G7 02-03-G8 HS_E1 HS_USH Sat_V Sat_W

Track_M_AA

Track_F_AA

All_M_AA

All_F_AA

Track_M_W

Track_F_W

All_M_W

All_F_W


Math Mean T Score: Students-3rd Grade (97-98) to 12th Grade (06-07)

40

45

50

55

60

97-98-G3 98-99-G4 99-00-G5 00-01-G6 01-02-G7 02-03-G8 HS_A1 HS_Bio Sat_M

Track_M_AA

Track_F_AA

All_M_AA

All_F_AA

Track_M_W

Track_F_W

All_M_W

All_F_W


Summary III-(2)Academic performance for all matched student cohort,

3rd grade 1997-98 to 12th grade 2006-07

• The matched student cohort has significantly performed better than unmatched student cohort in EOG reading & math and EOC English I, Algebra I, Biology, & US history as measured by percent proficient as well as T score. If all other facts and conditions are the same, the higher stability is the better academic performance.

• As measured by percent proficient, the achievement gaps in EOG reading & math and EOC English I between male AA and male White have been reduced from 3rd grade to 10th grade, but increased in Algebra I, Biology, and US history.

• As measured by T score, the achievement gaps in EOG reading & math and EOC English I, US history, Algebra I & Biology between male AA and male White have not been reduced. They kept almost the same. The gaps in SAT Verbal, Writing , & Math between male AA and male White have increased in comparing gaps in the corresponding EOCs.


Documents

Comprehensive Study Educational Conditions and Academic Performance A Focus on Male African American Students Presentation at Board Special Meeting Gongshu