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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