StandardsThe Achievement Gap

The Debate Continues

SOME BIG QUESTIONS

How do standards relate to “thinking-rich classrooms” and “helping all students learn course content”?

What is your responsibility as educator in meeting particular standards and meeting the needs of students?

What is your responsibility as educator in ameliorating the achievement gap?

Standards Standardization

Goals Assessment Instructional Methods

Curriculum/Content

END POINT PROCESS

First…

Move to one part of the room based on thoughts on this statement:

Standards are necessary for increased learning.

Front – agree

Back – disagree Why are you positioned where you are?

Achievement Gap

Position 1: Integration, Title I, and Head Start have been effective and should continue.

Position 2: New programs like NCLB needed because old programs are not effective.

Danielle Case

How do standards affect Danielle? How does standardized testing affect

Danielle? How does the achievement gap affect

Danielle? What does she need to be thinking about

in relation to how she can develop a thinking-rich classroom while keeping in mind issues related to standards, testing, and the achievement gap?

Why have standards?

Previously – benchmark was level of completion

Indicators that US falling behind

A Nation at Risk

1983. Alarmist call for better schools “Our Nation is at risk. Our once unchallenged

preeminence in commerce, industry, science, and technological innovation is being overtaken by competitors throughout the world.” (¶ 1)

“If an unfriendly foreign power had attempted to impose on America the mediocre educational performance that exists today, we might well have viewed it as an act of war…. We have, in effect, been committing an act of unthinking, unilateral educational disarmament.” (¶ 2).

NAEP

“The Nation’s Report Card” Started 1969 Only nationally representative and

continuing assessment for K-12 students Based on a sample of student population No individual scores; aggregate and by

population (e.g. females/males, African-American/ Asian-American/ Caucasian/ Hispanic)

NAEP

Includes public and private schools Grades 4, 8, 12 Test stays same; stability Reading, Math, Science, Writing, US

History, Civics, Arts Levels:

basic, proficient, advanced

NAEP Reading Results 2002

Based on 270,000 students at 11,000 schools

12th graders at or above basic or proficient decreased between 1998 and 2002

8th graders at or above basic was higher than in all previous years

Females scored higher than males White and Asian students higher than

black and Hispanic

NAEP Reading Results 2002

Students attending schools receiving Title I funds scored lower (average) than students attending schools not receiving Title I funds.

Students who attended nonpublic schools had higher average scores than students in public schools.

Students in “urban fringe/ large town” areas had higher average scores than students in central city or rural areas.

No Child Left Behind

Re-tooled ESEA 1965 Focuses on

Increased funding for poor districts Higher achievement for poor and minority

students New accountability measures for students’

progress Dramatically expanding the role of

standardized testing in schools

NCLB

Reform principles Accountability Flexibility Research-based reforms Parental options

States test every child in grades 3-8 Some states also have minimum

competencies for graduation Funding issues – reading, reform, vouchers

NCLB

Does not represent national curriculum Progress met through statesstates setting

targets for AYP in math and reading AYP – Goal is to have every student

proficient in math and reading by 2014 If AYP not met

1-2 years School improvement 3 years Correction action 4 years Possible restructuring

NCLB and Parents

Receive report card with scores Scores disaggregated by subgroups based

on race, ethnicity, gender, low-income status, disability status, migrant status, ELL (English Language Learners)

Professional qualifications of teachers (“highly qualified”)

Right to transfer if school failing 3 years

The illustrious achievement gap

Equal access ≠ equal opportunities.

WHY??

Barton1: Before and beyond school

Birthweight Lead poisoning Hunger and nutrition Television watching Parent availability Student mobility Parent participation Reading to young children

1Barton, P. E. (2004). Why does the gap persist? Educational Leadership, 62(3), 8-13.

Barton1: In school

Teacher experience and attendance Teacher preparation Class size Technology-assisted instruction School safety Rigor of curriculum

1Barton, P. E. (2004). Why does the gap persist? Educational Leadership, 62(3), 8-13.

Questions to Continue to Ponder

What is your responsibility as educator in ameliorating the achievement gap?

What is your responsibility as educator in meeting particular standards and meeting the needs of students?

Next Class

Diagnostic tools – How can we determine what students need and what readings are appropriate? Vacca and Vacca pp. 40-68 Bring to class a sample reading you may use

with your students